Culture Week Ends in Color and Pomp by Taigu Muchiri
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Campus Talk Pus Ta Cam Lk
Issue No:1 16th July 2018 CAMPUS TALK PUS TA CAM LK Keeping You Updated INSIDE - • Freshers Night • Mr. and Miss Gretsa Univer sity Pageant • Matriculation ceremony • Confessions of a Gretsarian • Free Medical Camp - • Sports Gala • Networking Tips For a Cam pusarian • Did You Know? • School of Education FRESHERS’ NIGHT Featuring #Naiboi reshers’ Night is a welcome party for new students to the campus. The event was hyped by Santisya upcoming artist in the (School of Education). The event was curtain raised by Fthe Gretsa Modelling Club who showcased their skills on the runway. Performances were also done by Krishna who is an upcoming artist, and Gretsa Dance Crew #Naiboi who was the guest performing artist blazed the party with his hit songs Dinda, I wanna be ,Kidege, Si unajua, Gudi gudi and many more. Campus is not only about academic development. It is also a place for having fun and showcasing talents. 1 4 6 1. Samuel Mr. Gretsa University 2018 2. Sarah Miss Gretsa University 2018 3. Students Pose for a photo 4. A crowd dancing at the event 5. A group of Students Pose with Dy Cyrus 2 6. # Naiboi on stage 7 7. Abdiaziz (Sec Gen Gusa) #naiboi 8. Student pose for a photo 3 5 8 2 CONFESSIONS OF A GRETSARIAN By David Kiruki Student School Of Computing & Informatics found it relatively hard and confusing to decide which course to do, before I finally settled on B.Sc. in Computer Science it took me a while. As important as deciding which course to pursue Iis, I think it is equally important to study in an University you can relate to, my choice was Gretsa University. -
Recognized University Campuses in Kenya – July 2016
RECOGNIZED UNIVERSITY CAMPUSES IN KENYA – JULY 2016 NO. UNIVERSITY CAMPUS/CONSTITUTE ACCREDITATION NT COLLEGE STATUS A. BARINGO COUNTY 1. Kisii University Eldama Ravine Campus Under Review 2. Kisii University Kabarnet Campus Under Review B. BOMET COUNTY 3. University of Kabianga Sotik Campus Under Review C. BUNGOMA COUNTY 4. Kibabii University Main Campus Accredited in 2015 5. Masinde Muliro University of Bungoma Campus Under Review Science and Technology 6. Masinde Muliro University of Webuye Campus Under Review Science and Technology D. BUSIA COUNTY 7. Moi University Alupe University College Accredited in 2015 E. EMBU COUNTY 8. University of Nairobi Embu University College Accredited in 2011 9. Kenyatta University Embu Campus Under Review 10. Laikipia University Embu Campus Under Review F. GARISSA COUNTY 11. Moi University Garissa University College Accredited in 2011 G. HOMA BAY COUNTY 12. Maseno University Tom Mboya University Adopted as accredited in 2016 College 13. Maseno University Homa Bay Campus Under Review H. KAJIADO COUNTY 14. Adventist University of Africa Main Campus Accredited in 2013 15. Africa Nazarene University Main Campus Accredited in 2002 16. KAG EAST University Main Campus Adopted as accredited in 2014 17. The East African University Main Campus Accredited in 2010 18. KCA University Kitengela Campus Under Review I. KAKAMEGA COUNTY 19. Masinde Muliro University of Main Campus Accredited in 2013 Science and Technology 20. Mount Kenya University Kakamega Campus Accredited in 2016 J. KERICHO COUNTY 21. Kenya Highlands Evangelical Main Campus Accredited in 2011 University 22. Kenyatta University Kericho Campus Accredited in 2016 23. University of Kabianga Main Campus Accredited in 2013 24. -
MKU Career Prospectus for High School Students
www.mku.ac.ke/ mountkenyauniversity MountKenyaUni MKU Career Prospectus Mount Kenya University for High School Students Developed in conjunction with January 2021 Edition VISION MISSION PHILOSOPHY To be a Global To provide world To harness Hub of Excellence class education, knowledge in in Education, research and applied Sciences Research innovation for global and Technology and Innovation. transformation for the service of and sustainable humanity development CORE VALUES The University’s core values that form the basis of engagement, teaching and learning are: • Innovation • Integrity • Academic freedom • Equity • Competitiveness ACADEMIC CHARACTER With an emphasis on science, technology and humanities, Mount Kenya University offers an all-rounded education including moral and professional education to all persons degree courses MKU graduates ready for the job market and wealth creation VISION MISSION PHILOSOPHY To be a Global To provide world To harness Contents Hub of Excellence class education, knowledge in Students Life: A Home from Home ........................................ 1 in Education, research and applied Sciences Research innovation for global and Technology Welcome by Chancellor............................................................ 2 and Innovation. transformation for the service of Word by Vice-Chancellor ......................................................... 3 and sustainable humanity development Experts rank MKU ................................................................. 5 Testimonials ........................................................................ -
N O Institution's Name Public University 1 Chuka University 2 Dedan Kimathi University of Technology 3 Egerton University 4 Ja
N Institution’s Name o Public University 1 Chuka University 2 Dedan Kimathi University of Technology 3 Egerton University 4 Jaramogi Oginga Odinga University of Science and Technology 5 Jomo Kenyatta University of Agriculture & Technology (JKUAT) 6 Karatina University 7 Kenyatta University 8 Kisii University 9 Laikipia University 10 Masai Mara University 11 Maseno University 12 Masinde Muliro University of Science and Technology 13 Meru University of Science and Technology 14 Moi University 15 Multi Media University 16 Pwani University 17 South Eastern Kenya University 18 Technical Univeristy of Mombasa 19 Technical University of Kenya 20 University of Eldoret 21 University of Kabianga 22 University of Nairobi Private University 23 Adventist University of Africa 24 Africa International University 25 Africa Nazarene University 26 Aga Khan University 27 Catholic University Of Eastern Africa 28 Daystar University 29 East African University 30 Great Lakes University 31 International University of Professional Studies 32 International Leadership University 33 Kabarak University 34 KCA University 35 Kenya Methodist University 36 Mount Kenya University 37 Pan Africa Christian University 38 Pioneer International University 39 Scott Christian University 40 St Paul's University 41 Strathmore University 42 The Management University of Africa 43 The Presbyterian University of East Africa 44 Umma University 45 United States International University 46 University of Eastern Africa, Baraton University College 47 Co-operative University College 48 Embu -
Research Article the Challenges of Student Affairs at Kenyan Public Universities
Journal of Student Affairs in Africa | Volume 1 (1&2) 2013, 33–48 | ISSN 2307-6267 | DOI: 10.14426/jsaa.v1i1-2.34 research article The challenges of student affairs at Kenyan public universities Tamara Yakaboski* and Matthew Birnbaum** Abstract Kenya is increasingly turning to the promise of mass higher education to help solve a range of economic and social issues. These efforts have had profound effects on university students, faculty and professionals who provide the vital student support services necessary for academic success. This case study explores the challenges that face Kenyan student services professionals within the context of the country’s history and cultures. Kenya’s student service professionals face four major challenges: the increasing costs of attendance, the resulting impact on student behaviours and actions, lack of training and senior leadership, and regular campus closures. Keywords student affairs, accommodation, student housing, student services, university environment, higher education. The challenges of student affairs at Kenyan public universities Kenya is increasingly turning to the promise of mass higher education, meaning a shift from an elite to an open system of access, to help solve a range of economic and social problems (Jowi, 2009; Kenya Vision 2030, 2007). The national government has made its commitment to post-secondary education evident through the addition of over 25 public universities and constituent colleges since 1994 and its adoption of policies encouraging rapid enrolment growth in nearly all post-secondary institutions. Between 2010 and 2013, Kenya made nearly 20 constituent colleges and branch campuses into stand-alone universities. Even with this growing capacity, Kenya’s demand for access to affordable higher education far exceeds the system’s ability to deliver quality instruction and student support (Ngolovoi, 2010; Owuor, 2012). -
Accreditation Status for Institutions Training for Kasneb Courses As at 15 July 2019
ACCREDITATION STATUS FOR INSTITUTIONS TRAINING FOR KASNEB COURSES AS AT 15 JULY 2019 1. ACCREDITED INSTITUTIONS A. Full Accreditation (Renewable on expiry every five years) S/NO NAME OF THE INSTITUTION 1. Achievers College of Professionals - Embu 2. African Institute of Research and Development Studies - Eldoret 3. African Institute of Research and Development Studies - Kisumu 4. Bartek Institute - Kabarnet 5. Bartek institute– Eldama Ravine 6. Bishop Hannington Institute - Mombasa 7. Bumbe Technical Training Institute - Busia 8. Catholic University of Eastern Africa, Main Campus - Nairobi 9. Century Park College – Machakos 10. Coast Institute of Technology - Voi 11. College of Human Resource Management – Nairobi 12. Comboni Polytechnic - Gilgil 13. Dedan Kimathi University of Technology, Nyeri Town Campus - Nyeri 14.1. Eldoret National Polytechnic - Eldoret 15. Elgon View Commercial College -Eldoret 16. Embu College of Professional Studies -Embu 17.2. Friends College Kaimosi Institute of Technology - Kaimosi 18. Institut Professionnel De Certification - Douala, Cameroon 19. Jaramogi Oginga Odinga University of Science and Technology - Bondo 20. Kaiboi Technical Training Institute - Eldoret 21. KCA University, Main Campus – Nairobi 22. Kenya Institute of Management – Nairobi 23. Kenya School of Government - Baringo 24. Kenya Technical Trainers College - Nairobi 25. Kiambu Institute of Science and Technology - Kiambu 26. Kibabii University - Bungoma 27. Kirinyaga University - Kerugoya 28. Kisii National Polytechnic 29. Kitale National Polytechnic - Kitale 30. Maasai Mara Technical Training and Vocational College- Narok 31. Machakos Institute of Technology - Machakos 32. Marist International University College - Karen 33. Masai Technical Training Institute - Kajiado 34.3. Maseno University, Kisumu Town Campus - Kisumu 35.4. Maseno University, Main Campus - Maseno Page 1 of 4 S/NO NAME OF THE INSTITUTION 36. -
Profits and Pragmatism: the Commercial Lives of Market
SGOXXX10.1177/2158244015612519SAGE OpenMunene 612519research-article2015 Article SAGE Open October-December 2015: 1 –14 Profits and Pragmatism: The © The Author(s) 2015 DOI: 10.1177/2158244015612519 Commercial Lives of Market sgo.sagepub.com Universities in Kenya and Uganda Ishmael Munene1 Abstract The increased commercialization of higher education is a theme that has attracted considerable global attention. In response to changes in traditional sources of funding, many universities, public and private, have opted to source revenue from the marketplace. This article delves into the complexities of the entry into the marketplace by Kenyan and Ugandan universities. The local and international impetus for this movement in both countries and not in Tanzania are discussed, the perverseness and limits of commercialization delineated, and the positive and negative consequences of commercialization chronicled, all within the shifting global paradigm of higher education development. The Kenyan and Ugandan context cautions that ensuring a healthy mix between entry into the marketplace and the retention of the core mission of universities remains a critical challenge for governments and university administrators. Keywords bad market, good market, Kenya, Uganda, university marketization, university privatization Introduction marketization tendencies, delineates the magnitude and scope of university marketization, and chronicles the posi- Of the many reconfigurations that have come to characterize tive and negative consequences of the new approach to uni- the university in the 21st century, none is, perhaps, more versity financing. This is done to illuminate how trends in transformative than the marketization of the university. The east Africa mimic global tendencies. In undertaking the anal- gargantuan paradigm shift in university interaction with the ysis, this article employs the framework advanced by Levy market has generated a ripple effect that has resulted in the (2003). -
Information Needs and Seeking Behaviour of Medical Teaching Staff of the Faculty of Health Sciences, Egerton University, Kenya
INFORMATION NEEDS AND SEEKING BEHAVIOUR OF MEDICAL TEACHING STAFF OF THE FACULTY OF HEALTH SCIENCES, EGERTON UNIVERSITY, KENYA BY ANNE NAKHUMICHA TENYA A Thesis Submitted to the Graduate School in Partial Fulfillment of the Requirements for the Award of the Degree of Master in Information Science DEPARTMENT OF INFORMATION SCIENCE FACULTY OF INFORMATION SCIENCE AND TECHNOLOGY KISII UNIVERSITY 2014 DECLARATION Declaration by the Candidate This is my original work and has not been presented for an award of a degree in any university known to me. Signature………………………………………Date………………………………… Anne Nakhumicha Tenya MIN 11/20007/11 Declaration by the Supervisors This thesis has been submitted for examination with our approval as the university supervisors. Signature……………………………………… Date………………………………… Dr. Elisha Ondieki Makori Lecturer, Department of Information Science Signature ……………………………………. Date………………………………… Mr. Festus Kipkorir Ng’etich Lecturer, Department of Information Science ii COPYRIGHT All rights reserved. No part of this thesis may be reproduced or transmitted in any form by means of mechanical including photocopying, recording or any information storage or retrieval system without permission in writing from the author or Kisii University. iii DEDICATION This thesis is first dedicated to my late parents Mr. Jacob Tenya Musamali and mayi Rhodah Chuma Tenya who amidst of a challenging economic environment; laid a foundation for my education. The thesis is also dedicated to my sons: Austin Avudi and Titus Aradi, for understanding my reason for being away and exercised a lot of patience towards my absence. iv ACKNOWLEDGEMENT Many people have contributed towards the production of this thesis. I am greatly indebted to them all. I wish to express my special gratitude to my supervisors: Dr. -
Bank Supervision Annual Report 2019 1 Table of Contents
CENTRAL BANK OF KENYA BANK SUPERVISION ANNUAL REPORT 2019 1 TABLE OF CONTENTS VISION STATEMENT VII THE BANK’S MISSION VII MISSION OF BANK SUPERVISION DEPARTMENT VII THE BANK’S CORE VALUES VII GOVERNOR’S MESSAGE IX FOREWORD BY DIRECTOR, BANK SUPERVISION X EXECUTIVE SUMMARY XII CHAPTER ONE STRUCTURE OF THE BANKING SECTOR 1.1 The Banking Sector 2 1.2 Ownership and Asset Base of Commercial Banks 4 1.3 Distribution of Commercial Banks Branches 5 1.4 Commercial Banks Market Share Analysis 5 1.5 Automated Teller Machines (ATMs) 7 1.6 Asset Base of Microfinance Banks 7 1.7 Microfinance Banks Market Share Analysis 9 1.8 Distribution of Foreign Exchange Bureaus 11 CHAPTER TWO DEVELOPMENTS IN THE BANKING SECTOR 2.1 Introduction 13 2.2 Banking Sector Charter 13 2.3 Demonetization 13 2.4 Legal and Regulatory Framework 13 2.5 Consolidations, Mergers and Acquisitions, New Entrants 13 2.6 Medium, Small and Micro-Enterprises (MSME) Support 14 2.7 Developments in Information and Communication Technology 14 2.8 Mobile Phone Financial Services 22 2.9 New Products 23 2.10 Operations of Representative Offices of Authorized Foreign Financial Institutions 23 2.11 Surveys 2019 24 2.12 Innovative MSME Products by Banks 27 2.13 Employment Trend in the Banking Sector 27 2.14 Future Outlook 28 CENTRAL BANK OF KENYA 2 BANK SUPERVISION ANNUAL REPORT 2019 TABLE OF CONTENTS CHAPTER THREE MACROECONOMIC CONDITIONS AND BANKING SECTOR PERFORMANCE 3.1 Global Economic Conditions 30 3.2 Regional Economy 31 3.3 Domestic Economy 31 3.4 Inflation 33 3.5 Exchange Rates 33 3.6 Interest -
Updates on the Kenyan Educational System
Updates on the Kenyan Educational System NAFSA Region V Milwaukee, WI October 28-30, 2009 Melissa Ganiere-Evaluator Educational Credential Evaluators, Inc [email protected] Map of Kenya Source:http://www.kenya-travel-safari.com/maps-of-kenya/kenya-map.html Timeline 1956 Royal Technical College Nairobi founded 1963 University of East Africa founded 1964 Kenya gains independence 1967 East Africa Examinations Council founded (EAEC) 1974 EAEC issues first certificate 1980 Kenya National Examinations Council (KNEC) founded 1985 Kenya implements 8+4+4 system Primary and Secondary Kenya National Examinations Council (KNEC) http://www.examscouncil.or.ke/ Established by the Government of Kenya in 1980 though an Act of Parliament (CAP 225A) Issued the KCE from 1980-1988, issues the KCSE from 1989-present Kenya Certificate of Primary Education 8 years starting at age six Kenya Certificate of Secondary Education (KCSE) 4 years at age 14 Seven subjects are required to sit the exam and they must include English, Kiswahili and Mathematics. Secondary school curriculum offers 21 subjects divided into groups. English is the language of instruction starting at the secondary level in Kenya Examples of Secondary Documents Result Slip •Provisional Document •Issued Prior to the Official Certificate The result slip is not a certificate. The Kenya National Examinations Council reserves the right to correct the information given on result slips which will be confirmed by the issue of certificates. Kenya Certificate of Secondary Education Awarded by KNEC Contains -
Adoption of Computer-Based Management Information
ADOPTION OF COMPUTER-BASED MANAGEMENT INFORMATION SYSTEMS ON QUALITY SERVICE DELIVERY IN MIDDLE LEVEL INSTITUTIONS IN KENYA: A CASE STUDY OF OL’LESSOS TECHNICAL TRAINING INSTITUTE TIMOTHY SEREM KIPTOO A Thesis Submitted to the Graduate School in Partial Fulfillment of the Requirements for the conferment of Masters in Information Systems of Kisii University KISII UNIVERSITY OCTOBER 2013 i DECLARATION AND APPROVAL DECLARATION I declare that this thesis is my original work and has not been presented to any other university known to me. Mr. Timothy Serem Kiptoo REG. NO. MIN14/20015/11 Signature……………………………….. Date………..…………… APPROVAL This thesis has been submitted with our approval as the University supervisors. Prof. Constantine Nyamboga. Associate Faculty, Kisii University. Signature……………………………..… Date………………….………. Mr. Benjamin Kyambo. Lecturer, Kisii University. Signature….........………………………. Date………..…………… ii DEDICATION. I dedicate this study to my wife Josephine, baby Jebichi and the entire Gobe family. iii ACKNOWLEDGEMENT I wish to register my sincere appreciation to my supervisors Prof. Constantine Nyamboga and Mr. Benjamin Kyambo whose tireless effort, unwavering guidance and continuous support proved very useful in developing this thesis. I am also greatly indebted to my parents, my sisters, brothers and the entire Ol‟Lessos Technical Training Institute for their moral and emotional encouragement in my studies. Lastly, I am grateful to The Almighty God for giving me the ability, will and resources to get this far in my academic endeavours. iv ABSTRACT In today‟s competitive environment, the only major challenge is effective management of information. The only sure way of managing gathered information in an efficient and effective manner is by use of technology. -
Expanding Tertiary Education for Well-Paid Jobs
A WORLD BANK STUDY Public Disclosure Authorized Public Disclosure Authorized Expanding Tertiary Education for Well-Paid Jobs Public Disclosure Authorized COMPETITIVENESS AND SHARED PROSPERITY IN Kenya Andreas Blom, Reehana Raza, Crispus Kiamba, Himdat Bayusuf, Public Disclosure Authorized and Mariam Adil Expanding Tertiary Education for Well-Paid Jobs WORLD BANK STUDY Expanding Tertiary Education for Well-Paid Jobs Competitiveness and Shared Prosperity in Kenya Andreas Blom, Reehana Raza, Crispus Kiamba, Himdat Bayusuf, and Mariam Adil © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 19 18 17 16 World Bank Studies are published to communicate the results of the Bank’s work to the development com- munity with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. The findings, inter- pretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.