East African Scholars Journal of Education, Humanities and Literature最新文献

{"title":"Exploring Interventions for increasing Students’ Participation in Science and Technology Bachelor Degree Programmes in Public Universities, Kenya","authors":"B. W. Wanyama","doi":"10.36349/easjehl.2022.v05i02.002","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i02.002","url":null,"abstract":"This paper argues that although the government and public Universities have committed to initiating several intervention measures targeting increasing students’ participation in Science and Technology Programmes, only 29% of students were studying a course in these areas by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to evaluate some interventions that could be employed to increase student participation. The study employed descriptive survey design to target 31 public Universities, 237 lecturers, 107 Heads of Departments (HoDs) and 31 Academic Registrars. Purposive sampling technique was employed to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars who participated in the study and interview schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means and pie charts. It was established that Inter-governmental co-operations, linkages and agreements, University-secondary schools linkages, Income Generating Activities (IGAs) and relying on philanthropic gestures were interventions employed. The study concludes that most intervention measures had not played a significant role in enhancing students’ participation and recommends that Universities should engage in Public- Private- Partnerships (PPP) in funding University education, including but not limited to the establishment of robust endowment funds through alumni and other donors for scholarships, establish and commercialize Intellectual Property Organization (IPO), promote co-operation for research, offer incentives to staff winning research grants, engage in value engineering and also diversify sources of income by adopting suitable business models ......","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127005896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovation and Integration of Technology Livelihood Education (TLE): A Transition to Educational System in the 22nd Century","authors":"Imelda C. Lipayon","doi":"10.36349/easjehl.2022.v05i02.001","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i02.001","url":null,"abstract":"The study aims to identify the innovation and integration of Technology Livelihood Education (TLE) as a transition of the educational system in the 22nd century in the area of students’ engagement and retain information, multiple learning styles and accommodation, encouragement and collaboration, instant feedback for teachers, and prepares students learners in their future and to explore on how does innovation and integration contribute to the Technology Livelihood Education (TLE) as a transition to the educational system in the 22nd century among the respondents. Stratified random sampling is utilized in the study where descriptive quantitative is the research methods and designed for the conduct of the study. The study comprised seventy-eight (78) respondents only from the selected private and public school teachers. Results reveal that students engagement and retain information shows to motivate students to feel comfortable in the classroom and participate in the learning activities worth for the educational goal in TLE, multiple learning styles and accommodation shows to attempt to fit the students’ approach in the effectiveness of teaching and learning, and to encourage active learning conditions in accommodating the learning and multiple styles in the delivery of the TLE, encouragement and collaboration shows to bring the technology of teaching in the classroom that leads to progress and greater collaboration in the educational system in TLE, instant feedback for teachers shows feedback as an efficient and timely method for the better progress and improvement of TLE students’ meaningful and productive learning, and preparing students learners in their future shows to focus as they begin their life after their graduation and apply the principles of TLE among them, and to help them to prepare their career wherever they go in life and path in the ability to balance their knowledge as individuals. Findings show that there is a significant correlation between the i","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129435626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Roles of Educational Planners in the Promotion of In-service Teachers’ Education for Primary School Teachers in Nigeria","authors":"Ileuma Senimetu, Yusuf Akinjide Isaac","doi":"10.36349/easjehl.2022.v05i01.004","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i01.004","url":null,"abstract":"The present paper examined the roles of educational planners in the promotion of in-service teachers' education for primary school teachers in Nigeria. Primary school education happens to be the foundation and bedrock for all other levels of education in any nation and therefore teachers at the primary school education must be thoroughly equipped, trained and qualified. The major means by which teachers can be equipped and trained is teachers' education. Teachers' education is in three phases- pre-service, induction and in-service teachers' education. In-service teachers education which is carried out via conferences, seminars, workshops, exhibitions, regular and correspondence courses at various teachers' institutions is aimed at improving the expertise, effectiveness and quality of serving teachers. It is also referred to as continuous education for teachers already in service. This is done to keep them updated and current in the teaching profession. Educational planners who are those that play a major role in the planning of all levels of education also play roles in in-service teachers' education. However, the roles they play and how they carry it out could determine the promotion of in- service teachers' education for primary school teachers in Nigeria. In this paper, conclusion and recommendations were given.","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117202085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inequitable Access to Quality Education in Primary and Secondary Schools in Kenya","authors":"Limo J. Beatrice, Erastus Muchimuti","doi":"10.36349/easjehl.2022.v05i01.003","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i01.003","url":null,"abstract":"Education is a basic human right as was declared by the United Nations in 1948. Most governments including Kenya have tried to implement free and compulsory basic education. It also subscribes to various international protocols such as Education for All (EFA) in Jomtien, Thailand 1990 and the World Education Forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional Paper No. 1 of 2005 has articulated how to attain goals for education. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human capital base higher than primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, and insecurity regional disparity among others. This paper articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve the provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict-prone regions and tighten bursary disbursement procedures.","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123473214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of ICT into Inclusive Classroom; Opportunity Missed!","authors":"Shadrack kipruto Morogo","doi":"10.36349/easjehl.2022.v05i01.002","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i01.002","url":null,"abstract":"This paper investigates essentials over a decade the KICD, teachers and the government have made considerable investments in providing ICT based instructions to support learners in an inclusive set up. ICT has strongly influenced classroom instructions, it offers access to world of knowledge, provides universal access to learning and ensures ‘’educational for all’’ a realizable dream for 21st century classroom which plays a fundamental role in capitalizing the opportunities offered by new technologies to support full inclusion of all learners in the mainstream education system. Therefore the purpose of the study is to shade light on the available opportunities on the integration of ICT into inclusive classroom, opportunity missed and challenges. It focuses on the strong potential ICT provides to avoid discrimination among the learners. It is based on a descriptive survey design. Stratified sampling was used to select public primary schools. Target population was eighteen public primary schools. Simple random sampling was used to select sample size of six schools and their teachers. Questionnaire and face to face interview were used to collect data. Descriptive statistics which included standard deviation, mean, frequency and percent were used to analyze quantitative data and qualitative by examining recurring themes. The findings indicated that ICT tools and devices play significant role in providing platforms which can address diversity of learners in an equitable manner. Learners miss ICT opportunities because; KICD is not effectively providing digitized content, the government has failed to provide facilities, no follow up and the teachers are not competent to use adapted ICT content. The study recommends that the government should have a comprehensive strategic plan pertaining to integration of ICT in an inclusive classroom, MoEST and KICD to organize regular seminars for teachers to ensure uniform and equal learning opportunities.","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129337270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estime De Soi, Soutien Social ET Performance Scolaire Des Élèves Stagiaires Du Lycée Hôtelier De Cocody (Côte D’ivoire)","authors":"Dr. Essiomle Yawa Ossi","doi":"10.36349/easjehl.2022.v05i01.001","DOIUrl":"https://doi.org/10.36349/easjehl.2022.v05i01.001","url":null,"abstract":"The scientific literature could suggest that high self-esteem can positively influence students' academic performance. This leads us to ask the following main question: \"Does high self-esteem in a student alone promote his academic performance?\" This research question allowed us to explore the concept of self-esteem, social support and academic performance. The objective of the study is to analyze the relationship between self-esteem, social support and the academic performance of students. The hypothesis states that high self-esteem, frequency of social support lead to good academic performance. The theoretical grounding of this research is the self-esteem theory of André and Lelord (1999). The study was carried out with student trainees from the Lycée hôtelier de Cocody, with a sample of fifty-five (55) student trainees made up of twenty-nine (29) girls and twenty-six (26) boys. The data collection techniques used are documentary research, the questionnaire and the semi-structured interview. The self-esteem questionnaire according to Duclos, Laporte and Ross (1995) was administered to student interns. The data collected revealed that high self-esteem and the frequency of social support positively influence the academic performance of student interns.","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116101987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology Enhanced Learning Environments: Reflecting on the 21st Century Learning","authors":" Samuel Njai, E. Nyabuto","doi":"10.36349/easjehl.2021.v04i04.009","DOIUrl":"https://doi.org/10.36349/easjehl.2021.v04i04.009","url":null,"abstract":"","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132195412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainable Development: The North-South Relation","authors":" M. O. A Ezimah","doi":"10.36349/easjehl.2021.v04i04.008","DOIUrl":"https://doi.org/10.36349/easjehl.2021.v04i04.008","url":null,"abstract":"","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128093092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison the Self-Esteem among Different Designated Teachers of Undergraduate College","authors":" Dipankar Das, Md. Kutubuddin Halder","doi":"10.36349/easjehl.2021.v04i04.007","DOIUrl":"https://doi.org/10.36349/easjehl.2021.v04i04.007","url":null,"abstract":"","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121134467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"صور من التكرار في ديوان الشيخ محمد الثاني عمر ريجير لِيمُو","authors":" الدكتور علي مالَمِي و يعقوب موسى محمد","doi":"10.36349/easjehl.2021.v04i04.006","DOIUrl":"https://doi.org/10.36349/easjehl.2021.v04i04.006","url":null,"abstract":"","PeriodicalId":352934,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129455397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}