http://41.89.164.27:8080/xmlui/handle/123456789/320 2026-10-05T16:00:32Z http://41.89.164.27:8080/xmlui/handle/123456789/2825 The Mediating Role of Industry Partnerships in the Relationship between Practical Skills Outreach and TVET Teaching Quality in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Introduction: Today, acquiring skills through TVET is not enough; there is a need to identify the market within communities, with the aim of delivering multiple benefits for trainees, trainers, industry, and TVET institutions. This study explores the mediating role of industry partnerships in the relationship between practical skills outreach and TVET teaching quality in Uganda. Methods: The study used a cross-sectional observational design. The study sites were Nyamitanga VTI and Rwentanga Farm Institute in Western Uganda, as well as Sesse Farm Institute in Central Uganda. A quantitative approach was used, with a structured questionnaire administered and later digitized in the Kobo Collect toolbox. The analyses were done in JASP version 0.98.1. Descriptive statistics and mediation analysis were conducted. Results: Results from the mediation analysis show that industry partnerships strongly mediate the relationship between practical skills outreach and quality teaching in TVET. Therefore, without proper industry exposure, collaborations, innovations, and strong teamwork, the practical skills outreach may not impact the quality of teaching effectively. Conclusion: Outreach programmes create a mutual win-win situation among the three players: trainees, industry, and TVET institutions. TVET institutions must introduce outreach programmes in their curriculum to enhance their teaching effectiveness through industry partnerships. These programmes enable the institution to gain reputation and prestige; trainees gain both field and institutional skills as well as create immediate employment, while the industries benefit through innovations. 2026-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2824 Effectiveness of Outreach Programme Strategies in Practical Skills Development among TVET Trainees in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Background: Most Technical and Vocational Education and Training (TVET) institutions in Uganda lack awareness regarding the necessity of outreach programmes for their long-term sustenance. Consequently, these institutions miss critical opportunities to equip learners with practical skills, connect with local markets, and promote institutional reputation. Aim: This study explored the potential of outreach programme strategies to foster industry-aligned practical skills development in Uganda. Methods: Descriptive statistics, frequency tables and plots, and independent-samples t-tests (preceded by Brown-Forsythe tests of equality of variances) were used to examine practical- skills development (items PS1-PS5) across community, school-based, and ICT-related skills outreach programmes. Results: Descriptive statistics showed that skills gained through outreach programmes most strongly complemented institutional training, while frequency tables indicated high levels of agreement that outreach improved real-world application, hands-on experience, exposure to tools and work conditions, and problem-solving. Frequency density plots revealed that these effects varied by field of study, with agricultural trainees responding more to certain items, building and construction trainees to others, and fashion/design and automotive trainees to still others. The t-test confirmed that average practical skills development increased significantly after outreach strategies were introduced, particularly for school-based programmes supporting farmers. However, ICT-related outreach had insignificant improvement. Conclusions: Outreach programmes, when properly designed, scheduled, and made mandatory, significantly enhance practical skills development in TVET institutions by complementing classroom training and providing real-world exposure. Their effectiveness differs across fields of study, with the strongest overall gains linked to structured community and school-based interventions. However, ICT-focused outreach has so far shown little measurable impact on practical skills. 2026-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2823 INFLUENCE OF TEACHERS’ DIGITAL LITERACY SKILLS ON THE TEACHING OF MATHEMATICS IN LOWER PRIMARY SCHOOLS IN KANDUYI SUB-COUNTY, BUNGOMA COUNTY, KENYA KARAKACHA, LILIAN AKELLO Digital literacy plays a crucial role in modern education and has the potential to improve learning experiences among lower primary school learners in Grade one to three. However, skills in digital literacy influence among teachers teaching mathematics in lower primary schools in Kenya is not well documented. The ultimate purpose of this research study was to investigate the digital skills in teaching and learning of mathematics activities influence in teachers’ in Kanduyi Sub County’s lower primary schools. Explicitly, the study intended to: determine the level of teacher digital literacy skills, assess the availability of digital literacy devices, examine the extent to which digital devices are used and find out the perception of teachers on digital literacy and teaching mathematics activities. Social constructivism theory guided this research study and adopted a mixed-methods approach. The study target population included 92 and 631 public primary school head teachers and Grade 1–3 teachers respectively with a sample of 23 head-teachers as well as 235 teachers sourced through simple random sampling employing Yamane’s formula. Validity and reliability on structured questionnaires, interviews and observation checklists was done on the tools prior to the actual fieldwork. Statistical Package for Social Sciences was used to analyse qualitative and quantitative data for descriptive and inferential statistics following the study objectives. Percentage frequencies, means, standard deviations and correlation analysis, as well as chi-square tests and multiple linear regression were used. Findings were presented via figures and tables as well as descriptive narratives where the study revealed that teachers’ digital literacy was at a moderate level and that most schools in the sub-county did not have sufficient digital devices for teaching mathematics. Teachers in this research study moderately applied digital literacy devices in teaching and learning of mathematics activities in schools and most had positive perceptions towards the role provided in enhancing teaching and learning of mathematic activities in lower primary schools in the Sub County. Regression results indicated that there was significant positive influence of digital literacy skills on mathematics teaching on the following order: digital devices availability (β= 0.531, p=0.001), teachers level of digital skills (β=0.359, p=0.001), digital devices usage (β= 0.218, p=0.001) and teacher perceptions (β=0.123, p=0.015). The study in conclusion established significant moderate positive effect of teacher digital literacy skills and teaching of Mathematics subject in lower primary schools. The study recommends that teachers should be adequately provided with digital training programmes, government to support schools in supplying internet, electricity, construction and equipping of computer laboratories. Head teachers needs also to monitor and oversee the integration of digital instruction in teaching and learning of mathematics subject in their schools. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2688 Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul Effective collaborations between TVET institutions and industry play a significant role in the acquisition of technical and soft skills by the learners and in sharing knowledge. This study focused on proposing a framework towards effective collaboration between TVET institutions and the industry to enhance the employability skills of the graduates. The study utilised qualitative responses from 217 trainers, including heads of academic departments, 11 principals of TVET institutions, and 18 industry experts, including operational managers, human resources, and staff. The qualitative data was analysed using thematic analysis supported by Dedoose software. The framework was developed using the Context Input Process Product (CIPP) model. The participants identified key collaborating areas, including: curriculum development, industrial training, training of staff, and sharing training resources. More so, the participants identified facilitating activities that supplement the core mechanisms identified, including seminars, workshops, and cocurricular activities. Nonetheless, the results established that this partnership experiences barriers such as poor communication, varying policies, values, cultures, resource gaps, financial constraints, and limited skills of some trainers. The framework emphasises clear stakeholder involvement, clear collaboration mechanisms and strategies, collaborative resource mobilisation, streamlined communication, reporting and feedback channels, and monitoring and evaluation of collaboration for effectiveness. This framework is a useful resource towards building strong and meaningful partnerships between the TVET institutions and the industry, which facilitates practical training to improve the skills of the trainees, thus meeting the skills requirements of the job market. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2686 Challenges Faced by School Caregivers in Providing Care and Support to Learners Living with HIV/AIDS in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir1, Emily; Kipkoech, Lydia; Limo, Alice This study explored the challenges faced by school caregivers in providing care and support to ALHIV in boarding secondary schools in Nandi County, Kenya. A qualitative descriptive research design was adopted. The target population comprised of principals (84) of boarding secondary schools in Nandi County. The study employed purposive sampling to select principals (25) from boarding secondary schools. Data were collected through semi-structured interviews and analyzed thematically. Findings revealed that caregivers face multiple challenges, including inadequate specialized training, persistent stigma and discrimination, limited psychological and health support services, financial constraints, and minimal parental involvement. These challenges interconnect, undermining the effectiveness of school-based support systems and affecting learners’ well-being and educational participation. The study concludes that addressing these challenges requires a holistic, multi-sectoral approach, including continuous caregiver training, strengthened institutional support, increased funding, enhanced parental engagement, and effective implementation of existing HIV/AIDS policies. The findings provide valuable insights for policymakers, educators, and healthcare providers in designing interventions that enhance the capacity of caregivers and promote inclusive, supportive school environments for learners living with HIV/AIDS. 2026-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2684 Effects of Athletic Sports Competitive Events on the Performance of Para Athletes in Kenya Kiptembur, John K.; Ng’ang’a, Wambui; Otuya, Robert Competitive events are pivotal to the development and performance of para-athletes, spanning talent identification to elite performance. This study examined the effects of competitive event structures on the performance of Kenyan para-athletes, aiming to understand how competitive event approaches influence para-athlete outcomes. An exploratory case study was conducted involving twenty para-athletes selected from a larger population of sixty-six. In-depth interviews and observational data were collected, with validity and reliability ensured through a pilot study involving five para-athletes. Data analysis followed a Straussian grounded theory approach, involving open, axial, and selective coding to identify core categories and develop a theoretical framework. The study revealed a critical gap in competitive opportunities for Kenyan para-athletes, with participants reporting minimal exposure to such events. The research further demonstrated that the existing parasport governance framework significantly affects the nature and availability of competitive events. To enhance para-athlete performance, a strategic overhaul of the parasport structure and leadership is imperative. This includes fostering an environment conducive to increased competitive opportunities, aligning with the performance characteristics derived from the athlete brand image model: athletic expertise, competitive style, sportsmanship, and rivalry. The findings underscore the need for targeted interventions to bridge the gap in competitive opportunities and support the development of para-athletes. Future research should focus on developing a robust parasport system to optimize competitive event accessibility and para-athlete performance, ensuring that para-athletes can achieve their full potential. Additionally, the study highlights the importance of tailored training programs and support systems to address the unique challenges faced by para-athletes. By implementing these recommendations, stakeholders can create a more inclusive and competitive environment for para-athletes in Kenya and beyond. 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2402 DETERMINANTS OF THE USE OF DRAMA METHOD IN CHRSTIAN RELIGIOUS EDUCATION INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, KENYA MUTAI, JEPKOECH FAITH Christian Religious Education (CRE) instruction in public secondary schools plays a vital role in addressing moral, ethical, and social issues that are relevant to students' everyday lives. However, the effectiveness of CRE instruction faces a challenge of the teacher’s inclination towards the use of traditional teaching methods at the expense of integrating collaborative or interactive teaching methods like drama in public secondary schools. Thus, the purpose of this study was to investigate the determinants in implementation of drama method in Christian Religious Education (CRE) instruction in public secondary school in Nandi - East Sub County Nandi County. This study was guided by the following specific objectives: to determine the influence of teacher preparedness on use of drama method in CRE instruction; to assess the influence of student’s participation on use of drama method in CRE instruction; the extent to which availability of learning resources influence the use of drama method in CRE instruction. The study was based on constructionism theory introduced by Seymour Papert in the 1980s. The study adopted descriptive survey research design with a mixed method approach utilizing census where all the CRE teachers and principals of secondary schools in Nandi - East Sub County were participants in the study. The study targeted 60 teachers of Christian Religious Education and 30 principals from 30 secondary schools in in Nandi - East Sub County. The schools included extra county, county and sub-county schools. The instruments utilized in data collection included structure questionnaires administered to teachers and interview schedules administered to principals of the secondary schools. Data analysis was done using both descriptive and inferential techniques using SPSS version 26. The qualitative data were analysed using themes and subthemes. From the findings all the determinants under study namely teacher preparedness, student participation, availability and use of resources, where r=.373** , r=.523** and r=.591** respectively were significantly related to the use of drama method in Christian Religious Education Instruction where P<0.01. Besides model explained 69.7% of the change in Christian Religious Education Instruction with the remainder of 30.3% being explained by other factors other than (Teacher Preparedness, Students Participation, Availability of Learning Resources). This implies that a focus on the determinants of the use of drama method are critical in enhancing a positive change in the use of drama method in Christian Religious Education Instruction. In conclusion teacher preparedness, students participation and availability of learning resources significantly influence the use of drama method in Christian Religious Education Instruction. The study therefore recommends that there should be increased institutional support for the determinants of drama method of teaching as an endorsement of innovative teaching methods in Christian Religious Education for the realization of the goals of education. These findings remain significant to the stake holders as effective Christian Religious Education is important for student performance in the subject besides restoring moral and social order in society 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2309 Exploring the Use of Information and Communication Technologies (ICTS) for Peacebuilding in Mount Elgon Region Mung’ou, Cherotich Conflicts have brought great distress and loss of lives across the globe. Unfortunately, the African continent has witnessed the greatest impact of these conflicts. However, from 2011, other the predominantly Muslim countries especially in the Middle East, Arabia and Africa also witnessed similar conflicts that led to loss of lives and overthrow of dictatorial regimes. The intra-ethnic conflict witnessed in Mount Elgon region between the Soy and Ndorobo clans of the Sabaot in 2006-2008 had great socio economic implications in the region. While most literature has focused on the causes of intra-ethnic conflicts in Africa and Kenya in particular, there has been less focus on peacebuilding. More so on the role of ICTs to the peacebuilding process for societies emerging from conflicts. This study was designed to assess the ICTs used in the peacebuilding process in Mount Elgon region. The study was based on the conflict transformation theory which argues that conflict transformation is a long process requiring different interventions by different actors employing various approaches towards attainment of peace. The theory also posits that ICTs have the potential of transforming conflicts into peaceful co-existence characterized by new structures and new relationships. The study used questionnaires, in-depth interviews, and focus group discussions to collect data. The target sample was the residents and the state and not-state actors involved in the peace building process in Mt Elgon region. The study showed that ICTs such as mobile telephones, the Internet and radio, social media platforms and ICTs greatly contributed to the peacebuilding process in the region. The paper contributes to the on-going dialogue on peace building efforts in Mt. Elgon and other regions experiencing similar conflicts and recommends. The study recommends more investment in ICTs by both state and non-state actors involved in the peace building process in the region. 2016-11-21T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2229 SOCIO-ECONOMIC ENVIRONMENTSTHAT IMPACT ON THE TEACHING OF CHRISTIAN RELIGIOUS EDUCATION (CRE) IN SECONDARY SCHOOLS IN HAMISI SUB COUNTY, VIHIGA COUNTY, KENYA KADENYI, ABINAO JOSPHINE This study investigates the socio-economic environments influencing the teaching of Christian Religious Education (CRE) in secondary schools in Hamisi Sub County, Vihiga County, Kenya. The research aims to analyze the socio-economic factors that impact the teaching of CRE in public secondary schools, examine how cultural contexts affect student engagement in CRE classes, identify the economic barriers that limit access to quality education in CRE, and propose strategies that can enhance the teaching and learning of CRE in local schools. The research design employed a descriptive survey method, guided by Ludwig Von Bertalanffy's(1968) General System Theory. The study targeted 33 public secondary schools within the region, focusing on the perspectives of 57 teachers and 334 students from Forms 3 and 4 who are enrolled in CRE classes. A purposeful selection process identified 17 CRE teachers to provide insights into pedagogical practices within the context of local socio-economic conditions. Furthermore, 100 Form 3 and 4 students were randomly sampled from the larger population of 334 students to ensure diverse representation. Data collection involved the use of questionnaires, interview schedules, and document analyses. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to uncover deeper insights. The findings revealed significant socio-economic and socio-cultural factors that affect the teaching of CRE in public secondary schools, detailing both challenges and opportunities within the educational environment. Recommendations derived from the study include increasing access to educational resources, implementing community programs that support lowincome families, fostering enhanced parental involvement in students' educational experiences, and offering professional development training for teachers to improve their teaching methodologies. The study concludes that addressing these socio-economic and socio-cultural challenges is essential for enhancing the overall quality of CRE education, fostering better student engagement, and ensuring equitable opportunities for all learners in Hamisi Sub County. The insights gained from this study are valuable for principals, school boards, and parents, enabling them to collaboratively improve the teaching and learning environment for CRE in Hamisi Sub County 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2193 The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya Mugun, Dorcas; Simiyu, John; Koros, Rachel Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country. 2024-08-01T00:00:00Z