DOCSLIB.ORG

Information on Conference Presentations, Research

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

ACADEMIC STAFF PROFESSIONAL PROFILE FORM 1. Personal Data Insert Name: Dr. Theresia Kavuli Kinai picture Title/Qualifications: Doctor of Philosophy (Ph. D.) M. Ed (PTE), B. Ed.(Home Economics), here S1 Teacher Education. Department/Unit/Section: Educational Psychology Contact Address: P.O. Box 203 00517 Nairobi Position: Lecturer Area of Specialization: Developmental Psychology, Educational Psychology, Guidance and Counselling, Bebaviour Modification, Bereavement and Widowhood Research Interests: Adolescent developmental issues e.g. aggression decision making, achievement motivation, career choice, child sexual abuse, and creativity. 2. Conference Presentations S/No Presenter Title of Paper presented City/Country Date of Funding Conference (US$) I Dr. Parent-adolescent Nairobi, Kenya 2-5, US$ 3898 Theresia relationships and February,1993 K. Kinai adolescent independence in decision making in Nairobi and Makueni Districts. Township and its environs, Kenya. 2 Dr. Relationship between Nairobi, Kenya 25-29, US $ Theresia parental behaviour October, 1999 899.44 K. Kinai towards adolescents and adolescent manifest aggression in Nairobi secondary schools. 3 Dr. Another incurable but Nairobi, Kenya 16th -18th May _ Theresia controllable disease: the 2007. K. Kinai case of asthma in Kenya. Some consequences of child sexual abuse. 4 Dr. Disenfranchised grief and Nairobi, Kenya 2nd – 4th _ Theresia the challenges of orphans: September K.Kinai a case study of study of 2008. Kibwezi Township and its environs, Kenya. 1 5 Dr. The Status of Child Orlando, 25th – 26th _ Theresia Participation Rights in Florida, USA Feburary. K. Kinai Kenyan Families. 2010. 6 Alcoholics’ rehabilitation Nairobi,Kenya 13th-14th in Soweto Slums, Kahawa October, West, Nairobi. 2011. 7 Dr. Parent-adolescent Hutchison 1st -5th _ Theresia relationships and Island Marriott, November K. K.inai adolescent independence Florida, USA 2011. in decision making in Nairobi and Makueni Districts. Township and its environs, Kenya. 8 Dr. International Conference Kenyatta 1st – 3rd Theresia on Gender Based Violence University August, 2012. K. K.inai held at the 9 Dr. Association for the Hutchinson 9th Theresia Advancement of Island Marriot November, K. K.inai Educational Research Hotel, Florida, 2012 (AAER) conference, USA (Skype presentation). 3. Research S/ Researcher Year Title Donor Funding (US$) No 1 Dr. 1993 Parent-adolescent Organization of US$ 3898 Theresia K. relationships and Social Science K.inai adolescent independence Research in in decision making in Eastern Africa Nairobi and Makueni [OSSREA] Districts. 2 Dr. 1999. Relationship between Council for the US $ 899.44 Theresia K. parental behaviour Development of K.inai towards adolescents and Social Science adolescent manifest Research in aggression in Nairobi Africa secondary schools. (CODESRIA) 3 Dr. 2007 Another incurable but _ _ Theresia K. controllable disease: the K.inai case of asthma in Kenya. 4 Dr. 2008 Emergency Preparedness _ _ Theresia K. and Business Continuity K.inai held at Safari Park Hotel, Nairobi, 10th -11th July 2008. 2 5 Dr. 2008 Some consequences of _ _ Theresia K. child sexual abuse. Kinai 6 Dr. 2008 Disenfranchised grief and _ _ Theresia K. the challenges of orphans: Kinai a case study of study of Kibwezi Township and its environs, Kenya. 6 Dr. 2010 The Status of Child _ _ Theresia K. Participation Rights in Kinai Kenyan Families. 7 Dr. 2011 Alcoholics’ rehabilitation _ _ Theresia K. in Soweto Slums, Kahawa Kinai West, Nairobi. 8 Dr. 2011 Adolescents’ perceptions _ _ Theresia K. of parental behaviours: Kinai emotional interactions, supervision/monitoring, and disciplinary measures in relation to their manifest aggression. 9 Dr. 2012 Relationship Between - - Theresia K. Parents’ Child Rearing Kinai Practices And Adolescents’ Manifest Aggression Nairobi County, Kenya during the International Conference on Gender Based Violence held at the Kenyatta University 1st – 3rd August, 2012. 10 Dr. 2012 Investigation of Student - - Theresia K. Teacher Counselors’ Kinai Creativity and its Relationsship with Gender, Age, and Teaching Experience: A Case Study of Kenyatta University during the Association for the Advancement of Educational Research (AAER) conference at Hutchinson Island Marriot Hotel, Florida, USA, 9th November, 2012 (Skype 3 presentation). 4. Funded projects S/ No Researcher Year Title Granting Body Funding (US$) 1 Dr. Parent- Organization of Social US$ 3898 Theresia adolescent Science Research in K.Kinai relationships Eastern Africa and [OSSREA] adolescent independence in decision making in Nairobi and Makueni Districts. Township and its environs, Kenya. 2 Dr.Theresia 1999 Relationship Relationship between US $ 899.44 K.Kinai between parental behaviour parental towards adolescents behaviour and adolescent towards manifest aggression adolescents in Nairobi secondary and schools. adolescent manifest aggression in Nairobi secondary schools. 5. Publications S/No. Author Year Title Journal ISBN/ISSN Reference No. 1 Dr. Theresia 2010 Behaviour Almasi ISBN 996671514-2 K. Kinai Modification Holistic 9789966715142 and Lifestyle Healthcare Rehabilitation Limited, 2 Lydia Kendi, 2011 HIV/AIDS Educational (ISSN:2141-5161) Vol. Dr. Theresia Knowledge and Research 2(11). K.Kinai, and risk perception DR. Maureen of visually Mweru impaired and 4 sighted pupils in Kenya. 3 Festus 2011 Factors International www.icidr.org N.Mbaabu, influencing Centre for email:[email protected] Prof. Haniel secondary Integrated Gatumu, and school Development Dr. Theresia students’ Research K. Kinai attitude (ICIDR) towards physics in Imendi South District, Kenya. 6. Consultancy and community service S/No. Consultant (s) Consulting Year Title Payment Person/ Body/ Consultancy (US$) Organization Service 1 Dr. Theresia K. Ministry of Religious 1990 to Counselling _ Kinai Education –St. Michael’s date the Youth Catholic Church Langata 2 Dr. Theresia K. Women Poverty 2007- Coordinating Kinai Eradication Kibwezi 2010 Self-help _ meetings 3 Dr. Theresia K. Neighbors’ Fellowship 2003 to Helping _ Kinai date orphans and the needy in the community 7. Affiliation to Professional Bodies S/No Name of professional body 1 2010 Behaviour Modification Almasi Holistic ISBN 996671514-2 Association for the Advancement of Educational Research. and Lifestyle Healthcare Limited, 9789966715142 Rehabilitation 2 Association of Third World Studies (ATWS) Kenya Chapter. 3 Association of New Horizons in Education. 4 Council for the Development of Social Science Research in Africa (CODESRIA). Council for the Development of Social Science Research in Africa (CODESRIA). 6 International Society for the Social Studies. International Society for the Study of Behavioural Development (ISSBD). 6 Kenya Professional Counsellors ’Association 7 Organization of Social Science Research in Eastern Africa [OSSREA], P.O. Box 31971 Addis Ababa, Ethiopia or OSSREA, Kenya Chapter, P.O. Box 43844 Nairobi, Kenya. 5 8. National and International awards and Recognitions S/No Name of award or Awarding Organization/Body Year Recognition 9. External Examination (if any) S/No Institution Year S/No Theses Date graduated 1 E55/7230/02 Factor influencing attitude of diploma teachers towards July, 2006 Factor 4/6/2006 July 2006 Kugania Martin M. mathematics. influencing attitude of diploma teachers towards mathematics 2 E55/7143/01 Students’ problems , gender, class level, and their December, 2007 Referred 22/10/07 December 2007 Maina Anderson Waithaka attitude towards using guidance and counseling services : sources of A case of Nairobi secondary schools HIV/AIDS among adolescents in Public Schools in Nairobi, Kenya. 3 E55/8987/00 Students’ problems , gender, class level, and their December, 2007 Students’ 22/10/07 December 2007 Cheseto Nancy attitude towards using guidance and counseling services : problems , A case of Nairobi secondary schools. gender, class level, and their attitude towards using guidance and counseling services : A case of Nairobi secondary schools 4 E55/13299/05 HIV/AIDS knowledge, risk perception and attitude 1st July, 2011 HIV/AIDS 11 /12/2010 1st July. 2011 Kendi Lydia towards safer sex practices of visually impaired and knowledge, risk sighted pupils in Thika Municipality. perception and attitude towards safer sex 6 practices of visually impaired and sighted pupils in Thika Municipality. 5 E55/10450/07 Relationship between self- concealment and attitude 1st July, 2011 Relationship 12/5/2011 1st July. 2011 Mokua Gilbert Maroko towards voluntary counseling and testing among between self- students: A case of Kenyatta University. concealment and attitude towards voluntary counseling and testing among students: A case of Kenyatta Univversity. 6 E55/6521/03 Integration education among other factors associated Integration 12/7/2011 9th December Osoro Jacqueline M. with career choice of learners with visual impairments in education 2011 Kenyan Public Universities among other factors associated with career choice of learners with visual impairments in Kenyan Public Universities S/No Research Projects Date graduated 1 E55/CE/0047/03 Exploratory study of Guidance and Counselling December 2005 Njoroge John Mungai influence on maladaptive behaviours in Maragua District secondary schools. 2 E55/CE/54183/03 Relationship between knowledge of HIV/AIDS and December 2005 Okama Tabitha Andegwi involvement in risky sexual behaviours of secondary school students in Mumias, Butere. 3 E55/CE/0013/03 Investigation of Guidance and Counseling needs of December 2005 Mwanthi Andrew Ndaisi
Recommended publications
  • Kandara Constituency Final

    Kandara Constituency Final

    TABLE OF CONTENTS Preface…………………………………………………………………….. i 1. District Context………………………………………………………… 1 1.1. Demographic characteristics………………………………….. 1 1.2. Socio-economic Profile………………………………………….. 1 2. Constituency Profile………………………………………………….. 1 Demographic characteristics………………………………….. 2.1. 1 Socio-economic Profile………………………………………….. 2.2. 2 Electioneering and Political Information……………………. 2.3. 2 1992 Election Results…………………………………………… 2.4. 2 1997 Election Results…………………………………………… 2.5. 2 Main problems……………………………………………………. 2.6. 3 3. Constitution Making/Review Process…………………………… 3 3.1. Constituency Constitutional Forums (CCFs)………………. 3 3.2. District Coordinators……………………………………………. 5 4. Civic Education………………………………………………………… 6 4.1. Phases covered in Civic Education 4.2. Issues and Areas Covered 6 6 5. Constituency Public Hearings……………………………………… 6 5.1. Logistical Details…………………………………………………. 5.2. Attendants Details……………………………………………….. 6 5.3. Concerns and Recommendations…………………………….. 7 7 Appendices 47 1. DISTRICT PROFILE Kandara constituency falls within Maragua district of Central province of Kenya. 1.1. Demographic Characteristics Male Female Total District Population by Sex 187,128 200,841 387,969 Total District Population Aged 18 years & 105,345 101,108 206,453 Below Total District Population Aged Above 19 years 81,783 99,733 181,516 Population Density (persons/Km2) 447 1.2. Socio-economic Profile • Maragua district is a newly created district having been split from the former Muranga District. • Maragua district is the second most densely populated district in Central province with 447 people a square kilometer, ranking it 10th in the country. • It has the highest primary school enrollment rate in the province and the fourth highest in the country at 93.9%. • The district has the fourth highest secondary school enrolment rate in Central province and the eighth highest in the country at 37.8%.
  • KIGUMO CONSTITUENCY Complete

    KIGUMO CONSTITUENCY Complete

    TABLE OF CONTENTS Preface…………………………………………………………………….. i 1. District Context………………………………………………………… 1 1.1. Demographic characteristics………………………………….. 1 1.2. Socio-economic Profile………………………………………….. 1 2. Constituency Profile………………………………………………….. 1 Demographic characteristics………………………………….. 2.1. 1 Socio-economic Profile………………………………………….. 2.2. 1 Electioneering and Political Information……………………. 2.3. 1 1992 Election Results…………………………………………… 2.4. 2 1997 Election Results…………………………………………… 2.5. 2 Main problems……………………………………………………. 2.6. 2 3. Constitution Making/Review Process…………………………… 3 3.1. Constituency Constitutional Forums (CCFs)………………. 3 3.2. District Coordinators……………………………………………. 5 4. Civic Education………………………………………………………… 6 4.1. Phases covered in Civic Education 4.2. Issues and Areas Covered 6 6 5. Constituency Public Hearings……………………………………… 6 5.1. Logistical Details…………………………………………………. 5.2. Attendants Details……………………………………………….. 6 5.3. Concerns and Recommendations…………………………….. 7 7 Appendices 32 1. DISTRICT PROFILE Kigumo constituency falls in the newly created Maragua district 1.1 Demographic Characteristics Male Female Total District Population by Sex 187,128 200,841 387,969 Total District Population Aged 18 years & 105,345 101,108 206,453 Below Total District Population Aged Above 19 years 81,783 99,733 181,516 Population Density (persons/Km2) 447 1.2 Socio-economic Profile • Maragua district is a newly created district taken from Muranga • Maragua district is the second most densely populated district in Central province with 447 people a square kilometer, ranking it 10th in the country • It has the highest primary school enrollment rate in the province aand the fourth highest in the country at 93.9%. • The district has the fourth highest secondary school enrolment rate in Central province and the eighth highest in the country at 37.8% • Maragua has the third largest number of constituents per MP in Central province i.e.129, 323 • All the three constituencies cover an average of 289 Km2 Maragua district has three parliamentary constituencies.
  • Psychosocial Factors That Affect Girls' Performance in Secondary Schools

    Psychosocial Factors That Affect Girls' Performance in Secondary Schools

    Vol. 6(9), pp. 119-132, October, 2014 DOI:10.5897/IJPC2014.0270 Article Number: D8B59A248785 International Journal of Psychology and ISSN 1996-0816 Copyright © 2014 Counselling Author(s) retain the copyright of this article http://www.academicjournals.org/IJPC Full Length Research Paper Psychosocial factors that affect girls’ academic performance in secondary schools in Kenyenya, Kisii county, Kenya Beatrice Kwamboka Makworo*, Christine M. Wasanga and Wilfrida Olaly Kenyatta University, Kenya. Received 31 July, 2014; Accepted 01 October, 2014 Female education is recognized as a critical pathway in promoting social, political and economic development. In Kenya, in spite of the progress made in narrowing the gender gap in education, still some parts of the country record low performance in girls’ education from secondary to tertiary colleges and universities and this not only deprives them of opportunities but also sustains the gender gap in leadership and professional fields. The aim of this study, was to investigate psychosocial factors that affect the girls’ academic performance in secondary schools in Kenyenya sub-county in Kenya. Kenyenya was chosen for the study because in the KCSE result of 2009 , 2010 and 2011 no girl from the area managed to score an ‘A’ or ‘A’- . In this study the social learning theory of Albert Bandura was used. The objectives of the study were: finding out the teachers’ attitude towards girls education and finding out the girls’ academic self-concept. The study employed descriptive survey research design. The target population of the respondents was 1200 girls: 2400 boys and 24 class teachers. 12 secondary schools were randomly selected from which a sample of 120 girls, 84 boys and 12 class teachers were chosen.
  • See Me, and Do Not Forget Me People with Disabilities in Kenya

    See Me, and Do Not Forget Me People with Disabilities in Kenya

    1 See me, and do not forget me People with disabilities in Kenya Benedicte Ingstad Lisbet Grut SINTEF Health Research Oslo, Norway February 2007 2 Map of Kenya (http://en.wikipedia.org/wiki/Image:Kenya, 2006) 3 TABLE OF CONTENTS 1 Background ........................................................................................................................ 6 1.1 The contributors to the study...................................................................................... 6 1.2 Country background................................................................................................... 7 1.3 Kenya and disability issues ...................................................................................... 11 1.3.1 Post independent initiatives.............................................................................. 12 1.3.2 Issues of critical concern.................................................................................. 13 1.3.3 Disability, a cross cutting issue........................................................................ 14 1.3.4 Barriers............................................................................................................. 14 1.3.5 Disability and development.............................................................................. 15 1.3.6 Key achievements on issues of persons with disabilities................................. 15 2 The study of disability and poverty.................................................................................. 18 2.1 The Problem ............................................................................................................
  • BURET DISTRICT ENVIRONMENT ACTION PLAN 2009-I2013 EXECUTIVE SUMMARY Economic Growth and Environment Are Closely Intertwined in Kenya’S Development

    BURET DISTRICT ENVIRONMENT ACTION PLAN 2009-I2013 EXECUTIVE SUMMARY Economic Growth and Environment Are Closely Intertwined in Kenya’S Development

    REPUBLIC OF KENYA MINISTRY OF ENVIRONMENT AND MINERAL RESOURCES BURET DISTRICT ENVIRONMENT ACTION PLAN 2009-i2013 EXECUTIVE SUMMARY Economic growth and environment are closely intertwined in Kenya’s development. Environmental Action Planning is a tool that aims at enhancing the integration of environment into development planning. Bureti District faces many environmental challenges with some being unique to the District. Poverty has lead to over-use and destruction of environment. Continued reliance on trees for fuel and wetlands for farming and its resources has lead to deforestation and wetland encroachment. Annual flooding continues to destroy property and frustrate farming. The DEAP highlights priority themes and activities for the District towards achieving sustainable development. The report is divided into eight chapters. Chapter one gives the challenges of sustainable development and also describes the rationale for and preparatory process of the DEAP. The chapter introduces the district’s main profile covering the physical features, demographic, agro- ecological zones, and main environmental issues. Chapter two describes the District’s Environment and Natural resources of Land, Water, Biodiversity (forest, wildlife, and Dry lands biodiversity), wetlands and agriculture, livestock and fisheries. For each resource, major environmental issues, challenges and proposed interventions are identified. Chapter three discusses human settlements and infrastructure in Bureti District covering situation analysis, challenges and proposed interventions. Environmental challenges addressed include; waste management, sanitation, pollution, diseases, land use, demand for water, energy, materials for construction, land and wetlands degradation, policy and legislation, biodiversity loss and land tenure. Chapter four addresses environmental aspects in tourism, trade, industry and services sectors. The key issues under this chapter are high pollution levels from industrial activities and weak enforcement of relevant legislations.
  • CURRICULUM VITAE John Mungai Njoroge, Ph.DPO Box 1765

    CURRICULUM VITAE John Mungai Njoroge, Ph.DPO Box 1765

    CURRICULUM VITAE John Mungai Njoroge, Ph.D. P. O. Box 1765 - 60100 Embu, Kenya Tel: +254 722 280 292 [email protected] CURRENT POSITION AND RESPONSIBILITIES National Trainer, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Main responsibilities: Design, implementation, and Monitoring & Evaluation of Teacher Professional Development programs. Deputy Coordinator Research, Development – Knowledge Management program at CEMASTEA. Co-coordinator, Collaborative Lesson Research (CLR) project. RESEARCH INTERESTS Dr. Njoroge’s research agenda and interests focuses on Teacher Education, Teacher Professional Development, Information Communication and Technology Integration in Teaching and Learning, Mathematics and Science Education, Teacher Mentoring, Educational Guidance and Counseling, and Teaching and leadership for Social Justice. Research methodologies interests include Mixed Methods Inquiry and Collaborative Action Research. EDUCATION 2017 Doctor of Philosophy (Ph.D.), Teaching and Curriculum, Syracuse University, School of Education, Department of Teaching and Leadership. Title of Dissertation: Examining Mathematical Knowledge for Teaching: An exploratory study of prospective teachers’ transition of knowledge to practice in clinical simulations. 2011 Master of Education (M.Ed.), Teacher Education, Aga Khan University. Title of Dissertation: Preparing Science and Mathematics Teacher Educators for ICT Integration: A Comparative Analysis. 2006 Master of Education (M.Ed.), Guidance and Counseling, Kenyatta
  • Constraints Facing Board of Governors on the Decentralization of Secondary School Teacher Recruitment in Bomet Central Division, Bomet County, Kenya

    Constraints Facing Board of Governors on the Decentralization of Secondary School Teacher Recruitment in Bomet Central Division, Bomet County, Kenya

    CONSTRAINTS FACING BOARD OF GOVERNORS ON THE DECENTRALIZATION OF SECONDARY SCHOOL TEACHER RECRUITMENT IN BOMET CENTRAL DIVISION, BOMET COUNTY, KENYA BY BYEGON JACOB CHERUIYOT E55/12834/2009 A RESEARCH PROJECT SUBMITTED IN PARTIAL FULLFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF EDUCATION (ADMINISTRATION) OF KENYATTA UNIVERSITY MAY, 2012 DECLARATION This research project is my original work and has not been presented for any degree award in any other university. -------------------------------------------------------------- ------------------------------- BYEGON JACOB CHERUIYOT DATE E55/12834/2009 This research project has been submitted for examination with our approval as University Supervisors. -------------------------------------------------------------- ------------------------------- DR. F. ITEGI DATE Lecturer Department of Educational Management, Policy and Curriculum Studies Kenyatta University -------------------------------------------------------------- ------------------------------- DR. F.W. NJUGUNA DATE Lecturer Department of Educational Management, Policy and Curriculum Studies Kenyatta University ii DEDICATION I dedicate this work to my; my wife Caren and children; Joan and Brian. iii ACKNOWLEDGEMENT This project would not have been completed if it were not for the support of various people. My gratitude goes to my lecturers who taught me at the Masters Programme and therefore enriched my research proposal with learned knowledge. I am also greatly indebted to my supervisors; Dr. F. Itegi and Dr. F. W. Njuguna for their tireless guidance and supervision. My thanks also go to my dear wife – Caren, lovely daughter – Joan Chelangat and son – Brian Kiplangat. My frequent absence at home did not make them forget my thirst for knowledge at Kenyatta University. I am also greatly indebted to my parents Joseph Chepkwony and Raeli Chepkwony who sowed the „mustard‟ seed of education in me. iv ABSTRACT Decentralization of teacher recruitment by TSC to the Board of Governors (BOG) has never been without complaints and alleged malpractices.
  • PROF. RAPHAEL ONDEKO NYONJE (Phd)

    PROF. RAPHAEL ONDEKO NYONJE (Phd)

    Prof. R. Nyonje CV Nov. 2020 RON PROF. RAPHAEL ONDEKO NYONJE (PhD) (Professor of Educational Research and Evaluation) University of Nairobi Open, Distance and e-Learning Campus School of Open and Distance Learning Department of Open Learning P.O. BOX 92 Kikuyu E-mail - [email protected] or [email protected], Mobile Phone: +254 722 982 964 OR P.O BOX 1153-00511 Ongata Rongai Page 1 of 19 Prof. R. Nyonje CV Nov. 2020 RON SHORT PROFILE Currently, I am an associate professor in the Department of Open Learning programmes, School of Open and Distance Learning, Open Distance and e-Learning Campus. I have over 14 years’ experience in performance management, teaching, research and evaluation. Some of my major achievement include helping the University of Nairobi consolidated various University academic Units in Kisumu into one entity in the year 2016. I have also designed and implemented various market driven short lifelong Learning courses that generated over K.Sh. 3 Million for the 2019 – 2020 financial year. I have also assisted the school of open and distance learning (SODL) develop, review and implement a number of diploma, undergraduate and postgraduate programmes which include; Bachelors in Project planning and management, masters of arts in project planning and management, PhD in project planning and management (Particularly, Monitoring and evaluation specialization). I have also and I am still assisting the University of Nairobi Institute of Tropical and Infectious Diseases (UNITID), College of Health and Sciences design, review and implement Fellowship programme in Monitoring and Evaluation (M&E). This programme range from certificate, higher diploma and postgraduate level.
  • District Environment Action Plan – MURANG'a DISTRICT, Kenya, 2006

    District Environment Action Plan – MURANG'a DISTRICT, Kenya, 2006

    DISTRICT ENVIRONMENTAL ACTION PLAN 2006 - 2011 MURANG’A DISTRICT Prepared with Support from UNDP, Poverty Environment Initiative project and National Environment Management Authority. 1 CHAPTER 1: INTRODUCTION 1.1 Preamble The United Nations Conference on Environment and Development (UNCED) commonly known as the Earth Summit held in Rio de Janeiro in 1992 aimed at improving the global environment, while ensuring that economic and social concerns are integrated into development planning. The Conference underscored the need to plan for sustainable socio-economic development by integrating environmental concerns into development through adopting and preparing appropriate policies, plans, programmes and projects. The Conference agreed on the guiding principles and a global plan of action (Global Environmental Action Plan) for sustainable development commonly called Agenda 21. Ten years after Rio, the World Summit on Sustainable Development (WSSD) held in Johannesburg in 2002, reaffirmed the commitments of the international community to the principles of sustainable development contained in Agenda 21. The WSSD come up with Joint Programme of Action (JPA) and the Millennium Development Goals (MDGs) of 2000. Sustainable development is commonly defined as “development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs”. Development is also said to be sustainable if it meets ecological, economic and equity needs. The process of attaining sustainable development calls for the integration of environmental considerations at all levels of decision making in development planning and implementation of programmes and projects. The theme of the Summit was on how nations could attain the sustainable development objective. The Government of Kenya embraced this noble idea when it developed the first National Environment Action Plan (NEAP) in 1994.
  • The Relationship Between Teacher-Related Factors and Students’ Attitudes Towards Secondary School Chemistry Subject in Bureti District, Kenya

    The Relationship Between Teacher-Related Factors and Students’ Attitudes Towards Secondary School Chemistry Subject in Bureti District, Kenya

    Journal of Technology and Science Education THE RELATIONSHIP BETWEEN TEACHER-RELATED FACTORS AND STUDENTS’ ATTITUDES TOWARDS SECONDARY SCHOOL CHEMISTRY SUBJECT IN BURETI DISTRICT, KENYA Salome Chepkorir, Edna Marusoi Cheptonui, Agnes Chemutai Department of science educaton, University of Eldoret Kenya [email protected], [email protected], [email protected] Abstract This paper examines the relatonship between teacher-related factors and student’s attudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Buret District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to atend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject mater in Chemistry and the impact of students’ negatve attudes towards Chemistry on teachers’ efectveness. The research design used in the study was descriptve survey. The target populaton comprised Form Four students in ten selected secondary schools in Buret District of Rif Valley Province Kenya. Stratfed random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educatonal schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers flled the questonnaires. The data collecton instruments were questonnaires based on the Likert scale and document analysis. Data was analyzed descriptvely using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance.
  • Open Source Software Adoption by Kenyan Counties Based on Selected Local Authorities

    Open Source Software Adoption by Kenyan Counties Based on Selected Local Authorities

    OPEN SOURCE SOFTWARE ADOPTION BY KENYAN COUNTIES BASED ON SELECTED LOCAL AUTHORITIES BY JAPHETH DIBO D61/73462/2009 A MANAGEMENT RESEARCH PROJECT SUBMITTED TO THE UNIVERSITY OF NAIROBI, SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE MASTER IN BUSINESS AND ADMINISTRATION DECLARATION This research project is my original work and has not been presented for award of any degree in any University. Signature This project has been submitted for examination with my approval as University of Nairobi supervisor. acknowledgements This project would not have been possible without the personal and practical support of numerous people. Thus, my sincere gratitude humbly goes to God, my supervisor, my colleagues and to my parents, for their support, patience, and faith in me over this long journey. I wish to thank my supervisor, Dr. M. Njihia for his guidance, inspiration, and most importantly, his devotion at every stage of my project. It was with his inspiration and the challenges he laid before me that I gained so much drive and an ability to confront challenging research issues head on. 1 would also like to acknowledge the encouragement from all my colleagues and my MBA classmates, friends and relatives whose remarkable devotion and dedication throughout the project work was incredible. May God bless the work of their hands! Finally, my special thanks go to my parents for their faith in me and for allowing me to be ambitious DEDICATION This research study is dedicated to my parents for their moral support throughout the entire MBA program and especially during this research project.
  • Project: Proposed Dualing of Kenol-Sagana-Marua Road (84Km)

    Project: Proposed Dualing of Kenol-Sagana-Marua Road (84Km)

    Language: English Original: English PROJECT: PROPOSED DUALING OF KENOL-SAGANA-MARUA ROAD (84KM) COUNTRY: KENYA RAP SUMMARY FOR THE PROPOSED DUALLING OF KENOL – SAGANA – MARUA ROAD Date: March 2019 Team Leader: Z. TESSEMA, Chief Transport Engineer, RDGE.3 Preparation Team E&S Team Member: E.B. KAHUBIRE, Social Development Officer, RDGE4 /SNSC 1 PROJECT TITLE: KENOL – SAGANA – MARUA ROAD PROJECT PROJECT NUMBER: P-KE-DB0-037 COUNTRY: KENYA CATEGORY: 1 CATEGORY: 1 Sector: PICU Project Category: 1 2 1. INTRODUCTION 1.1. The Kenol – Sagana – Marua Road is part of the “Great North Road” from Mombasa, through Nairobi and on to Moyale - and hence to Ethiopia and Addis Ababa. It forms part of the 800km stretch between Nairobi and Moyale and is situated in the three counties of Muranga, Kirinyaga and Nyeri. The road starts at the junction with C71 (Kenol) and traverses through the trading centres of Makutano (Junction A2/B6), Sagana, Karatina before terminating at Marua (Junction A2/B5). 1.2. The existing road is a single carriageway to bitumen standards. It is a constriction – an impediment to flow of the high traffic experienced between Nairobi and Isiolo/Nyeri towns as well as other roads serving off shoot towns like Embu, Meru, Mwea, Kerugoya, Kutus, Kagio, Baricho, Kagumo,Mukurweini, Tumutumu among others that connect to this arterial road at various points. The road therefore requires upgrading to dual carriageway to absorb and serve this traffic and support the socio-economic growth of the area. The route from the Port of Mombasa to Addis Ababa, via Nairobi, Isiolo and Moyale, holds economic advantages for Kenya in her trade with Ethiopia.