technology education in kenya

• Empirical Research
• Open access
• Published: 23 August 2021

Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools

• Julius Murithi 1 &
• Jin Eun Yoo   ORCID: orcid.org/0000-0002-7082-5409 2  

Innovation and Education volume  3 , Article number:  5 ( 2021 ) Cite this article

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The use of Information and Communication Technology (ICT) in education has been widely advocated as much needed 21st-century skills by governments and policymakers. Nevertheless, several challenges in integrating ICT into the curriculum have been reported in previous research, especially in studies on Sub-Saharan African countries. Focusing on the case of Kenyan public primary schools, this study investigated the availability of ICT facilities; teacher capacity to integrate technology into their lessons; and teacher perceptions towards technology in schools. In particular, the study is premised on the constructivist learning theory and the Technology Acceptance Model. A total of 351 teachers completed an online questionnaire. Teachers perceived that ICT facilities were inadequate in schools, which presented a challenge in the integration of technology during the implementation of the new curriculum. Most of the teachers answered that they received only basic computer literacy training. Although teachers perceived the use of computers as necessary, they faced difficulties integrating technology in their lessons. The effect of age and gender on teacher capacity was also investigated in inferential statistics, specifically with Welch tests and Games-Howell post hoc comparisons. Teachers in their 40s had a higher perception of usefulness than teachers in the 30s. Implications of the study are discussed as well as future research topics.

Introduction

Today more than ever before, the world faces competition in all sectors as a result of the advent of a knowledge-based economy. Governments in all parts of the world are striving to achieve access and good quality education for their citizens (UNESCO, 2013 ). For this reason, ICT in education is seen as a means of increasing access to education especially to the rural population and making teaching and learning enjoyable. Different studies have supported the use of ICT in education as an enabler in the process of teaching and learning by assisting the learners to grasp concepts that would otherwise have remained abstract (Kozma, 1991 ). Other scholars contend that the use of ICT in education has little benefit because they are merely delivery mechanisms relying on the teacher’s pedagogical abilities (Clarke, 1983 ). Amid these debates, policymakers have continued to lay foundations for the use of ICT to profit from the perceived benefits.

Even in developing countries, there have been increased investments in ICTs for schools despite the lack of adequate empirical evidence on the outcomes of such efforts (Piper et al., 2015 ). However, the Global Innovation Index (GII) 2019 report by the World Intellectual Property Organization ranks South Africa, Kenya, and Mauritius as the leading innovation hubs in Sub-Saharan Africa. This means that there is a need to explore the opportunities and the challenges that exist in these countries about technology and its use in education. In Kenya, the policymakers view ICT in education as an enabler for knowledge acquisition leading to innovation and skill development to address the challenges faced by the country’s education system (Republic of Kenya, 2019 ). In line with Kenya’s development blueprint, Vision 2030, the education curriculum has been reviewed from the 8-4-4 system to a competency-based curriculum (CBC). The vision of the basic education curriculum reforms is to equip learners with world-class standards and skills needed to thrive in the 21st Century such as digital literacy (KICD, 2017 ). To achieve this, the integration of ICT in the curriculum is emphasized in the teaching of every subject a shift from the previous system which did not include the integration of ICT in primary schools but only in secondary schools as an elective subject.

Distinctly in the year 2020, education systems in all parts of the world were faced with the challenge of the COVID-19 pandemic. Governments in most countries were forced to close schools and minimize any form of gatherings to contain the spread of the deadly respiratory disease. In Kenya, UNICEF estimated that close to 20 million learners spread across the country were out of school because of COVID-19 (Brown & Otieno, 2020 ). Therefore, to get a better understanding of whether alternative methods of learning such as e-learning would succeed, this study focused on how teachers and schools were prepared for technology integration before the crisis. The study focused on the assessment of the availability of ICT facilities in public primary schools, teachers' ability to use technology in teaching and learning, and the perception of teachers on the usefulness and the ease of use of ICT. Since digital literacy is considered an important skill to cope with the 21st C developments, the teacher is a crucial player in the successful implementation of ICT and should be well prepared through adequate training (Hwang et al., 2010 ).

Furthermore, a look at previous studies shows that some challenges have been hindering technology integration in the country. For instance, in a study conducted by Karsenti et al. ( 2012 ) in over ten schools around Kenya, various factors were identified as hindrances to the pedagogical integration of ICT. Some of these factors included: lack of ICT devices, the perception of ICT by teachers as time-consuming and as an additional workload, technophobia by older teachers, teachers’ inadequate ICT expertise among others. To address some of the issues, the Jubilee government had a plan in 2013 to integrate ICT in education by providing laptops to all class one pupils (Muinde & Mbataru, 2019 ). According to Wanzala and Nyamai ( 2018 ), by July 2018 19,000 out of 23,951 public primary schools had been provided with technology devices but only 70,000 out of over 300,000 teachers had been trained just months to the rollout of CBC.

A survey by the Teachers Service Commission that purposefully targeted some schools and 1200 respondents also revealed that teachers in public institutions had serious challenges in using ICT in their teaching. 84.2% of the teachers who responded to the survey agreed that they had problems with the use of technology in classrooms. The survey ranked technology integration as the top professional skills gap affecting the delivery of services by teachers (Oduor, 2018 ; Wanzala & Nyamai, 2018 ). Therefore, although similar studies have been carried out in the country focusing on the integration of ICT in education, they mostly targeted secondary schools and were done under the 8-4-4 curriculum. In the 8-4-4 curriculum ICT integration was not compulsory in the primary level of education and computer studies were taught as an elective subject in secondary schools. The study was guided by the following three research questions (RQ1 to RQ3):

RQ1. To what extend is ICT infrastructure available in schools to enable the integration of technology in teaching and learning? RQ2. What is the capacity of teachers to integrate ICT in primary schools in line with the new competency-based curriculum? Are there statistically significant differences in terms of teacher capacity across different age and gender groups? RQ3. In implementing the new curriculum, what are the perceptions of teachers on the usefulness of ICT, respectively? Are there statistically significant differences in terms of perception on the usefulness across different age and gender groups?

Literature review

Theoretical framework, constructivist theory.

The constructivist approach is based on the belief that learners can construct and create knowledge from prior experiences in their environment (Kalpana, 2014 ; KICD, 2017 ; Waweru, 2018 ). The proponents of this theory shift the focus from the teacher who was traditionally believed to be the source of knowledge to the learner (Wang, 2008 ; Waweru, 2018 ). Two approaches of the constructivist theory were used one targeting teachers' understanding of individual learners and the other that focuses on group learning.

Constructivism can be approached in a way that targets individual learners as well as groups of learners as advanced by Jean Piaget (Kalpana, 2014 ; Wang, 2008 ). The theory explains that a learner assimilates new knowledge that adds to an existing body of knowledge. It is therefore important for teachers in the process of integrating ICT to understand that learning can be based on individual discovery and interpretation of information. This realization would help the teacher to emphasize the active participation and involvement of learners to harness their creativity and produce individuals fit for the 21st Century (Kalpana, 2014 ).

The second approach to the constructivist theory is Vygotsky’s social constructivism that emphasizes collaboration as opposed to individual learning (Waweru, 2018 ). The proponents of this theory argue that learners grasp concepts better when they work in mixed-ability groups where they share experiences and come up with a common understanding. In such a scenario, the teacher must create a classroom environment that is based on cooperation, democratic principles, and shared creation of content that makes the learners have a sense of ownership of knowledge (Sang et al., 2009 ). This theoretical understanding was crucial for this study because, in low-resource settings where ICT facilities may not be enough for every learner, the teachers can encourage collaborative learning through device sharing.

Technology acceptance model

The Technology Acceptance Model (TAM) is based on the user’s perception of usefulness and the perceived ease of use as cited by Sharples and Modules ( 2014 ). The theory has been used widely by researchers in the field of technology in education with various modifications as well as criticism (Bagozzi, 2007 ). The perceived usefulness of technology relates to the conviction among users such as teachers that it will make their work or that of their learners easier thus enhance job performance (Muinde & Mbataru, 2019 ). This means that if teachers think that the use of computers would make their day-to-day activities such as preparation of lesson plans, lesson materials, or analyses of student’s results more organized and accurate, then they would probably use them. The perceived ease of use of new or existing technology would mean that the users view technology as one that does not require a lot of effort to learn how to use (Venkatesh et al., 2003 ). This suggests that teachers would possibly adopt technology that they consider easy to learn and use with minimal need for expert consultation.

Venkatesh et al. ( 2003 ) have modified the TAM to include other models in a study that created the Unified Theory of Acceptance and Use of Technology (UTAUT). The study came up with three variables that were thought to directly influence behavioral intention in the use of technology: performance expectancy (perceived usefulness), effort expectancy (perceived ease of use), and social influence. Venkatesh et al. ( 2003 ) posit that gender, age, experience, and voluntariness could be classified as moderator variables in the studies on the intention to use technology. They argue that based on socialization, men will prefer to use a certain technology if they perceive that it would help them to accomplish a task. The theory also suggests that the moderating effect of age could be based on the tendency for younger people to be motivated by extrinsic factors such as rewards. We used the moderator variables of age and gender of teachers to compare the differences in perception of the use of technology in education. This was based on the presumed effect of the compulsory use of ICTs in education at the primary level (KICD, 2017 ) in implementing the new curriculum on the constructs of voluntariness and experience. Therefore, the inclusion of voluntariness in studying a mandatory use system as well as experience in a new system would lead to inconsistencies.

Global perception of ICT in education

Globalization and rapid changes in technology have created a knowledge-based economy in the 21st Century. Consequently, governments have invested in the integration of ICT in education at all levels to equip the learners with the skills needed for modern life and beyond (Wambiri & Ndani, 2016 ). This inclusion and massive investment in educational technology is believed to have had a positive effect in some countries like South Korea where extraordinary economic growth has been experienced since the 1970s (Sanchez et al., 2011 ).

In addition, Kozma ( 2003 ) in a cross-national comparative study of technology and classroom practices involving 28 states posits those different countries such as Taiwan, Finland, the Netherlands, Norway, and Singapore, have had educational reforms to align with global changes. The study adds that the educational reforms in these countries focused on what students learned in school and placed more emphasis on ICT training and interpersonal skills. Various studies have also reported the benefits that technology in education brings to the teachers and learners in different contexts including in developing countries. For instance, Kozma ( 1991 ) summarizes his support for the use of technology in education by arguing that different voices and sounds attract the attention of children leading to mental processes that create meaning. Aktaruzzaman et al. ( 2011 ) further assert that, when used in the right manner, ICTs in education can bring several benefits such as increased access to education making it more relevant, as well as improving the quality since they make teaching and learning an active process.

The World Wide Web has revolutionized access to information and brought opportunities for e-learning and lifelong learning. Omwenga et al. ( 2004 ) argue that this kind of access will not replace the teacher but will provide an opportunity for the learners to meet experts in various fields, researchers, and fellow students. This way they can get firsthand information as well as exchange ideas with their peers from all parts of the world (Redempta, 2012 ). Hennessy et al. ( 2010 ) add that ICTs help in shaping a continued desire for learning that can develop throughout a person’s lifetime, a skill that is needed to survive in a rapidly changing society.

Technology in education also brings a change to the teaching methods used by teachers from the traditional teacher-centered approaches to heuristic styles (Mingaine, 2013a ). This change makes classrooms interactive as learners get the opportunity to manipulate technology adding to their creativity and thinking skills needed in the 21st Century (Mwangi & Mutua, 2014 ). Even in large class size situations where heuristic methods could be difficult to apply, the use of technology can be of great benefit to a teacher in capturing and retaining the attention of learners (Majumdar, 2005 ).

ICT integration in education in Kenya

Kenya like other Sub-Saharan African countries has over the years embedded ICT in its education policies (Mariga et al., 2017 ; Muinde & Mbataru, 2019 ). Despite the scarcity of empirical research to show the impact of ICT in learning improvement in the country, the Kenya National Education Sector Plan 2013–2018 focused heavily on ICT integration (Piper et al., 2015 ). This plan had followed the National ICT policy that was enacted in 2006 to enhance the availability of efficient, affordable, and reliable technology services across all sectors of the economy (Republic of Kenya, 2006).

The value for and recognition of the importance of ICT in education in achieving Kenya’s development blueprint ‘Vision 2030’ led to the provision of tablets to all grade one learners in public primary schools in the country (Langat, 2015 ; Mariga et al., 2017 ; Muinde & Mbataru, 2019 ). This was followed by curriculum reforms aimed at providing every learner in the country with core competencies and world-class digital literacy skills needed to be competitive in the 21st Century (Maluei, 2019 ).

Status of ICT infrastructure in schools

For effective implementation of the policies on ICT in education, there should be adequate infrastructure and facilities. Liang et al. ( 2005 ) in a study that draws from 6 years of experience in analyzing the digital classroom environment suggest that some basic facilities are fundamental for ICT integration. They posit that for effective use of technology in education classrooms should be equipped with learner’s devices, teacher’s devices, shared display projectors, network connectivity as well as other enabling installations. This argument is corroborated by Mingaine ( 2013b ) who notes that facilities such as power, computer devices, software, and connectivity are essential for effective ICT integration.

Further, a study by Langat ( 2015 ) found out that, infrastructure and ICT equipment shortages were among the challenges facing the implementation of ICT in primary schools in Kenya. The study that targeted 40 primary schools and 450 teachers noted that 94% of the schools did not have ICT equipment, all schools had a shortage of classrooms and only two private schools had functional computer laboratories. Similar challenges were noted in other studies that identified inadequate or limited academic use of computers in primary schools in Kenya as well as a lack of digital customization of classrooms (Tonui et al., 2016 ; Muinde & Mbataru, 2019 ).

Teacher capacity for ICT integration

Research has demonstrated that ICT in education helps in creating opportunities for the learners to develop 21st Century skills but this depends on the digital literacy of teachers (UNESCO, 2012 ). Studies on the capacity of teachers in primary schools in Kenya show that, despite the policy formulation for ICT in education and financial investment, the integration of technology in Kenyan classrooms remains low (Piper et al., 2015 ). For instance, Langat ( 2015 ) found that most of the teachers in the study on barriers hindering the implementation of ICT in primary schools in Kenya lacked computer literacy skills. Despite being aware of the importance of technology in education, the teachers blamed the government for the lack of effective planning to offer them in-service training on the use of technology in teaching and learning.

Similar sentiments were made by teachers in a study by Abobo ( 2018 ) who asserts two-thirds of the respondents could not integrate technology in the teaching of Kiswahili language. Further, Omolo et al. ( 2017 ) also found that student-teachers were able to practice the use of technology in the teaching of Kiswahili in classrooms after learning from their tutors. Both studies suggest that the teachers were willing to apply technology in their teaching after going through training sessions.

However, in some cases where teachers received training, it was basic computer literacy on computer programs such as Microsoft Office and Excel that did not equip them for technology integration in classrooms (Mwangi & Khatete, 2017 ). Comparably, Wambiri and Ndani ( 2016 ) opine that their analysis of documents on primary teacher training in Kenya proved that there was a gap in the pedagogical use of ICT. A study by Muinde and Mbataru ( 2019 ) in Machakos County, found that 85% of teachers had received ICT training from the ministry of education. However, 62.3% of the trained teachers felt that the training was not appropriate for teaching and learning. The findings in this study corroborate Majumdar ( 2005 ) who observed that most teachers who receive ICT training as part of the professional development (PD) programs still lacked the self-reliance needed to integrate ICT in teaching and learning because in most cases due to time limitations the training only focused on computer applications.

Further, a study to establish teachers’ computer skills in public primary schools was carried out in Homa Bay County by Omito et al. ( 2019 ). They used a cross-sectional survey design to collect data from 362 teachers and 85 headteachers. The findings indicated that the number of teachers trained by the government was low, and as argued by Omito et al. ( 2019 ) the situation was so since the trained teachers were supposed to train their colleagues. Ngeno et al. ( 2020 ) had a similar finding in Ainamoi sub-county that the PD training for teachers did not include all teachers. This study by Ngeno et al. ( 2020 ) relates to research by Sharples and Moldeus ( 2014 ) that sought to establish the perception of teachers on the readiness for the adoption of technology in public primary schools. The mixed-method case study focused on multi-sites covering different parts of Kenya such as Nairobi, Nakuru, Mandera, and Turkana to compare the integration in both urban and rural areas. Their findings show that only 8% of the teachers felt adequately prepared to use technology in their day-to-day teaching despite 78% of the respondents saying that they perceived computers as easy to use. The study concluded that this difference between the perception of the ease of use and actual use in classrooms was occasioned by poor training on ICT integration.

Teacher perceptions on ICT integration

Studies on how perception affects the integration of ICT in education show that what teachers think about the use of technology affects their acceptance and subsequent application in their activities (Wambiri & Ndani, 2016 ). They argue that the government’s investment through the provision of devices without addressing teachers’ attitudes and beliefs may not yield the desired results. In a study to assess teachers’ beliefs, attitudes, self-efficacy, computer competency, and age, Wambiri and Ndani ( 2016 ) found out that younger teachers had a high positive attitude towards technology. This finding they add could be attributed to the younger teachers having received technology training in the teacher training colleges. However, Bebell et al. ( 2004 ) observe that teachers’ age and the years of service should be used and interpreted sparingly concerning technology use in schools. They argue that in some specific uses of technology the difference by age would be insignificant if a multi-faceted approach were to be applied in measuring technology usage.

A study on the perception of teachers towards the usefulness of ICT in schools was also conducted by Buliva ( 2018 ) in Vihiga County in Western Kenya. The study that used a convenient sample of teachers from the county used the variable of gender to determine whether there were statistically significant differences between male and female teachers. The results obtained from an independent samples t -test suggested that there was no statistically significant difference between the mean scores of male teachers. The study concluded that there was no statistically significant difference in perception of the usefulness of computers between the teachers by gender in the County.

While studying the implementation of the laptops project in public primary schools, Muinde and Mbataru ( 2019 ) found that 68.5% of the sampled teachers had a high perception of the use of laptops in their teaching and learning. However, they established that 39% of the teachers felt that the time allocated for the integration of technology was not adequate and that most of their lessons were spent assembling the gadgets. In such circumstances, teachers are more likely to resist the use of ICTs in their teaching if they feel that they will spend more time and effort to make them work (Omwenga et al., 2004 ).

The perception of time and ICT integration was also noted by Heinrich et al. ( 2020 ) in a study on the potential and prerequisites of effective tablet integration in rural Kenya. The mixed-method study that involved classroom observation, teacher interviews, student surveys, and focus groups, found that teachers often excluded students perceived to be slow learners during technology integration. Some of the teachers interviewed said that they could not cater to the learners experiencing academic challenges due to the limited time in a lesson. The study recommends more professional development of teachers to equip them with the pedagogical ability to accommodate all learners including those with disabilities in a technology-integrated classroom.

Methodology

Participants.

Among the population of 1,436 teachers, this study targeted 30% of them (Mugenda & Mugenda, 2003 ), which was 430. Specifically, convenience and snowball sampling were executed, which was inevitable in the prevailing circumstances occasioned by the global COVID-19 pandemic. By employing snowball sampling, a small number of teachers in the target population responded to the questionnaire and then were asked to assist in reaching out to other prospective participants (Cohen et al., 2018 ). As teacher gender and age were frequently utilized in previous research, they were put into consideration in sampling. Given that previous research on ICT integration in Kenya has focused on urban areas, more representative sampling incorporating non-urban teachers is warranted (Newby, 2014 ). Among the 430 sampled teachers, 351 teachers completed the questionnaire with a response rate of 81.6%. The participants were teachers in urban (54.7%) and non-urban (45.3%) areas. They consisted of 4 age groups: 20s (15.1%), 30s (55.3%), 40s (23.6%), and 50s (6.0%). Male teachers comprised 61% of the sample.

Research instrument and data analysis

A pilot study was conducted to obtain the content validity of the instrument. The process of pre-testing the instrument was done in a neighboring Sub-County outside the area of study but with similar conditions. The respondents were purposively selected from experienced teachers who were asked to comment on the relevance of the content, clarity of the questions, and the time taken to complete the questionnaire. Some items were modified or deleted to accommodate the feedback, which led to the revised questionnaire of 17 items. Frequencies and percentages of the 17 survey items were presented to answer the descriptive part of the three research questions: Items F1 to F6 for RQ1; C1 to C5 for RQ2; and P1 to P6 for RQ3. With regards to the inferential part of the research questions of RQ2 and RQ3, Cronbach’s alphas of the subscales were calculated before proceeding further. The Cronbach’s alpha of all the 17 items was 0.754, but some of the items were removed to increase the internal consistency of the subscales to answer inferential research questions. Specifically, items C1, C2, C4, and C5 had the Cronbach’s alpha of 0.70, and the average of the four items served as the dependent variable of RQ2, teacher capacity for ICT integration. Likewise, the average of P1 and P3 to measure teacher perception on ICT usefulness served as the dependent variable of RQ3, the Cronbach’s alpha of which was 0.66. According to Nunnully ( 1978 ), Cronbach’s alpha at or above 0.70 is acceptable as a test for the internal consistency of an instrument. The subscale internal consistency of teacher perception on ICT usefulness was slightly lower but close to the nominal value of 0.70.

For inferential statistics, two-way ANOVAs were initially conducted with gender and age as independent variables for each of the dependent variables. However, Levene’s tests indicated violations of the equal variance assumption. We instead employed the Welch test, a robust statistic used in violations of the equal variance assumption (Welch, 1947 ). When the Welch test was statistically significant, Games-Howell post hoc tests were conducted for pairwise comparison groups. For the 4 age groups, there were a total of 6 (= 4 combination 2) comparisons per dependent variable.

Availability of ICT facilities

The first research question (RQ1) was to investigate the ICT infrastructure availability in public primary schools for the effective implementation of digital learning. The results on the availability of ICT devices are summarized in Table 1 . Most of the schools (87.7%) lacked internet connectivity (F1). Approximately 70% of the teachers also answered that their schools did not have projectors as a part of the shared devices essential for the integration of technology in schools (F2). Further, teachers indicated that their schools lacked the customization required for the introduction of digital devices. Specifically, 80% of them answered that their classrooms and computer laboratories did not have sockets and power extension cables (F6) and 73.5% of them also said that they did not have access to the laptops provided by the government (F4). Despite the challenges faced by teachers in accessing devices, 55.8% of the teachers reported that learners had relatively high access to tablet PCs (F5) and 82.9% of them reported reliable power supply (F3).

The second research question (RQ2) investigated teachers’ ability to use technology in the performance of their duties (Table 2 ). Most of the teachers in public primary schools had basic computer skills. The high percentage of teachers with basic computer skills was corroborated by the finding that 77.7% of the respondents had basic computer training as part of their teacher training course. Although many teachers received technology training as part of their pre-service course, we found that there was a challenge in the follow-up in-service training. When asked whether they attended in-service training on technology integration, 66.4% of the teachers disagreed and strongly disagreed; this group of teachers had not participated in any professional development courses to equip them with any relevant pedagogical skills for the application of technology in their lessons. Relatedly, 44.7% of the respondents did not use computers to prepare their instructional materials in preparation for teaching, and 58.4% of the teachers could not plan and integrate technology into their lessons.

Teacher perceptions on usefulness

Despite the challenges faced by teachers in terms of the availability of facilities and inadequate training, our study demonstrated that teachers had a high perception of technology use (Table 3 ). The results show that almost all the teachers (98.9%) had the belief that technology would make them more organized and enable student-centered learning to take place in their schools. Further, there was a high belief that the integration of technology would enhance collaboration among learners as shown by 67.5% of the teachers who responded in the affirmative (RQ3). Teachers also had a high attitude towards the usefulness of technology to them as 97.7% of the respondents felt that the integration of technology would make the teachers more organized in their duties. However, the study found that 52.7% of the teachers perceived ICT to be time-consuming and would need more time allocation in the school timetable for successful integration. The findings also suggest that teachers were worried about the learners’ access to the internet as perceived by 60.1% of the teachers who considered it unsafe.

Inferential statistics on the teacher capacity and perceived usefulness

The effect of age.

Age had a statistically significant effect on the perception of usefulness (RQ3, p  = 0.000), but had no statistical significance on teacher capacity (RQ2, p  = 0.059) (Table 4 ). The Games-Howell post hoc tests indicated that teachers in their 40 s (M = 3.40, SD = 0.34, n  = 83) had a higher perception of usefulness than those in their 30 s (M = 3.15, SD = 0.36, n  = 194). Other groups were not statistically different in terms of the perception of usefulness or teacher capacity.

The effect of gender

Both teacher capacity (RQ2) and perceived usefulness (RQ3) were not statistically different by gender (Table 5 ). Male teachers and female teachers did now show a difference in terms of teacher capacity and perceived usefulness.

Following the importance attached to technology in most parts of the world in almost all sectors, developing countries also have had to make the necessary investments and changes to cope with the 21st Century developments. As a result, education systems have been changed and curricula adjusted to have technology integration in schools. Our study sought to establish the preparedness of Kenyan primary schools for the rollout of mandatory technology use in all subjects of the new curriculum. On infrastructure development, our findings show that shared devices (i.e., projectors, sockets, and extension) cables were not available in most public primary schools. Although access to a computer or laptop by teachers is key in the integration of technology in education (Liang et al., 2005 ), teachers in most primary schools did not have access to these devices. The findings were consistent with other studies that pointed at the lack of devices for teachers as a threat to technology integration in Kenyan schools (Langat, 2015 ; Tonui et al., 2016 ; Mingaine, 2013a , 2013b ). This reveals a challenge that has existed over the years despite the significance attached to ICT availability (Langat, 2015 ; Liang et al., 2005 ) a situation that calls on stakeholders to prioritize infrastructure installation (Mingaine, 2013a ).

On the other hand, learners had relatively high access to technology devices such as tablet PCs. The power supply in schools also appears reliable, which could be attributed to the government’s commitment and investment towards digital learning in public primary schools in the country (Muinde & Mbataru, 2019 ; Piper et al., 2015 ). Since not all schools had a one-to-one ratio in terms of technology devices like tablet PCs, Heinrich et al. ( 2020 ) suggest that the teachers in such settings could change their approach by encouraging peer collaborative learning as learners share the available devices. This argument supports the social constructivist approach by Vygotsky that emphasizes collaboration as opposed to individual learning (Waweru, 2018 ). As Sang et al. ( 2009 ) explain, teachers in areas without adequate ICT devices need to apply teaching methods that create an environment of cooperation and democracy to enable content sharing among learners. Nonetheless, for this to happen a teacher needs to be equipped with the requisite technology integration skills to be able to assess the learners' use of technology and their use in instruction.

For this reason, we sought to investigate the teachers’ capacity for technology integration in primary schools. The findings pointed to an increase in computer literacy among primary school teachers which has been highlighted as a key determinant in the successful integration of technology in various studies (Hwang et al., 2010 ; UNESCO, 2012 ). The results were consistent with previous research which attributed the increase in the number of computer-literate teachers with the introduction of computer courses in the Kenyan teacher training colleges (Omito et al., 2019 ; Muinde & Mbataru, 2019 ). However, although computer literacy among teachers is important, it does not guarantee that teachers would use technology in their lessons (Mwangi & Khatete, 2017 ; Wambiri & Ndani, 2016 ) because of gaps in the pedagogical application in actual teaching.

Relatedly, we found that most teachers did not integrate ICT in their lessons and had not attended in-service training after the start of the implementation of the new curriculum. This corroborates other studies which concluded that computer literacy training was not enough to guarantee the integration of technology and that teachers needed a deeper understanding of the pedagogical use of ICT (Omito et al., 2019 ; Ngeno et al., 2020 ; Sharples & Moldeus, 2014 ). Further, we found that younger teachers had better technology integration skills compared to older teachers consistent with previous studies which showed that age correlates negatively with skill level in the use of technology (Harrison & Rainer, 1992 cited by Wambiri & Ndani, 2016 ). However, as noted by Bebell et al. ( 2004 ) teachers’ age and years of work may not be conclusive in the measurement of teachers’ technology use. Therefore, a study designed to include a variety of technology uses in schools would give a more detailed account of how teachers interact with technology daily.

Despite the skill gap that exists among teachers in technology integration, our study shows that generally, teachers had a high perception. Similarly, Wambiri and Ndani ( 2016 ) concluded that teachers in Kenyan primary schools had high attitudes towards the use of various technologies indicating that with the requisite support the use of ICT in schools would be achieved. This is also supported by the finding that teachers had the high belief that ICT use would not only benefit them in the organization of instruction but also their learners. The perception of the usefulness of technology to learners by teachers is important because it helps the teacher to invoke the innovativeness and creativity of the learner (Kalpana, 2014 ; KICD, 2017 ; Wang, 2008 ; Waweru, 2018 ). The perception of technology as time-consuming, however, can be attributed to inadequate training on the pedagogical use of ICT as found in previous studies (Sharples & Moldeus, 2014 ). This means that due to inadequate preparation, such teachers would need the help of computer technicians for successful integration. According to Heinrich et al. ( 2020 ), the teachers’ beliefs about time and the effort needed for technology integration generally affect their perception of the ease of use and perceived usefulness to their learners. The perception of learner safety while using the internet could be attributed to inadequate teacher preparation for the safe use to both learners and teachers.

We also analyzed the effect of age and gender on the perception of usefulness and age. Teachers in their 40 s found ICT more useful than their counterparts in the 30 s. This finding was different from previous research that found the perception to be higher among younger teachers (Wambiri & Ndani, 2016 ). This difference could have been occasioned by sample composition in our study since the number of teachers in the 30 s was two times more than those in the 40 s. However, Bebell et al. ( 2004 ) warn that it is not obvious that younger teachers would have a higher perception of technology. A test of how teachers of different ages perceive the usefulness of specific technologies in the performance of their duties would lead to a more detailed analysis. Additionally, our analysis on the effect of gender on the perceived usefulness of technology among teachers did not show any statistical difference. This was consistent with Buliva ( 2018 ) who found no significant difference in the perception of technology use among teachers by gender. It, therefore, suggests that exemplary performance in the integration of technology should be expected from all teachers. The results also indicate that policymakers should formulate ways to equip male and female teachers with technology integration skills since they all have high perceptions and significant skill gaps. However, Venkatesh et al. ( 2003 ) noted that based on socialization, men would perceive certain technology as more useful if it allowed them to accomplish a task faster.

Limitations and areas of future research

The sampling schemes can be improved in subsequent research. The online survey combined with convenience sampling was an unavoidable choice at the time of data collection; the Global COVID-19 pandemic led to the closure of schools in Kenya, which may have caused sampling bias and limit the generalizability of the findings. Particularly, only 6% of the respondents were in the age bracket of 50 s, while there were 29% of them in the population. Male teachers were also oversampled in our study. While we had 61% male and 39% female teachers, the proportion in the population was 3:7. We should be cautious in interpreting the findings relating to this class of respondents. Follow-up studies are also recommended to take additional steps to increase validity of the instrument such as obtaining content validity ratio (CVR).

Further, our use of the Technology Acceptance Model (TAM) as the theoretical base of the study could have left out other constructs that would give further understanding of acceptance of ICT. We, therefore, recommend the use of other models such as the United Theory of Acceptance and Use of Technology (UTAUT) in further studies to include other constructs such as social influence and facilitating conditions which would improve the prediction of the intention to use technology.

A replication of this study using a mixed-methods approach would give an in-depth understanding of the issues affecting the implementation of ICT integration in Kenya and other developing countries. More research is needed on the perceptions of technology use among teachers in their 30 s and 40 s as well as the effect of gender on the capacity and perception of teachers. A study on how teachers are using technology for the formative assessment of learners in various subjects would also contribute to accumulating knowledge on the progress of ICT integration in all areas of the curriculum. It would be important to study head teachers’ use of technology in the supervision of curriculum implementation. Future research may also focus on the perception of male and female teachers on the usefulness and ease of use of a specific technology in accomplishing various tasks. Finally, it would be important to do a comparative study between the East African countries since they are in the process of implementing the harmonized curriculum structures and framework for primary education.

Conclusions

The findings from this study suggest that the ICT facilities were inadequate including laptops for teachers, projectors, tablets PC devices for pupils, as well as other enabling installations. There is a need to provide computers to teachers so that they can easily access materials and prepare for technology integration. This will help to familiarize the teachers with computer hardware and software hence reducing the need for computer technicians in schools.

Secondly, we noted that although most of the teachers had basic computer literacy there was a challenge in technology integration due to inadequate pedagogical knowledge on integration. Teachers implementing the new curriculum should be involved in frequent PD programs and training that goes beyond basic computer literacy to technology integration in various subjects. In circumstances where the shortage of devices is inevitable, teachers should be trained on how to encourage collaboration among learners through the sharing of the technology devices and working on tasks as a team.

The results further indicated that teachers have a high attitude towards the use of ICT regardless of gender and the numerous challenges that they face. To encourage the younger teachers to use technology and to train their older colleagues on integration in teaching, the government should consider giving incentives. A reward such as official recognition or sponsorship for further ICT in education training could act as a good motivator to younger teachers.

Availability of data materials

All the data sets are available on request.All the data sets are available on request.

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The use of technology for inclusive and quality education in kenya.

By Dr. Kariuki Muigua, PhD (Leading Environmental Law Scholar, Policy Advisor, Natural Resources Lawyer and Dispute Resolution Expert from Kenya), Winner of Kenya’s ADR Practitioner of the Year 2021, ADR Publisher of the Year 2021 and CIArb (Kenya) Lifetime Achievement Award 2021*

The advances in technology driven by globalization and digital transformation have impacted education sector and how teachers interact with students and how knowledge and skills are acquired and applied. In that way, technology has become an important component of education. In fact, the need for use of technology in education has become pronounced during the COVID-19 pandemic as online education increasingly became the norm and vital part of teaching and learning for many teachers and students. As such, technology has great potential to help deal the some if not most of the challenges facing the education sector in the country relate to affordability, availability, and accessibility.

Some of these challenges may be solved by integrating information technology in the education system delivery mode. As technological advancements take root across the world, teaching and learning are moving towards the adoption of certain types of digital learning concepts, where new methods of learning will replace traditional individual classroom learning. Recent studies conducted in developed countries on the impact of technology in learning, focusing on remedial and low-achieving students, have shown gains of 80 percent for reading and 90 percent for math when computers were used to assist in the learning process; multimedia instruction models, aided by digital learning, found to save more time by up to 30 percent compared with conventional teaching methods such as board and chalk; and technology also improved achievement and cost savings of 30 to 40 percent, and had a direct positive link between the amount of interactivity provided and instructional effectiveness.

Students using technology as an education tool become more engaged in the process and more interested in growing their knowledge base. Interactive solutions also boost retention rates and test scores, being far more engaging and memorable than voluminous textbooks; provide better context, a greater sense of perspective, and more arresting activities that allow them to better connect with students, and also frequently offer a more interesting and involving way to assimilate information. Digital learning has thus been found to offer an unprecedented ability to provide educational experiences that are tailor-made for each student.

According to reports by the UNDP, school closures have affected over 90 percent of the world’s student population — 1 .6 billion children and youth. As a result, accounting for the inability to access the internet for remote learning, this could result in out-of-school rates in primary education not seen since the mid-1980s, setbacks that are especially worrisome as they can translate into life-long deficits, perpetuating inequalities across generations. Remote access to education by students has never been more needed than during the COVID-19 pandemic period. It is estimated that during the COVID-19 pandemic, many schools are offering remote learning to students through virtual classrooms to mitigate the impact of school closures. However, while this is an option for some, it is out of reach for many who lack access to computers and the Internet at home, as well as a low level of computer-related skills, all of which put many already marginalized students at a further disadvantage.

It is therefore imperative that the government salvages the situation and avoid more children being affected through continuous investment in and full implementation of the government’s Digital Literacy Programme which will see more children especially from the marginalized and far-flung areas in the country. The programme which was started by the government in 2013 aims at ensuring pupils in standard one to three can use digital technology and communication tools in learning with an overarching objective of transforming learning in Kenya into a 21st Century education system.

Considering that the tablets and other gadgets meant for the Programme are being assembled locally by the Jomo Kenyatta University of Agriculture and Technology (JKUAT) and Moi University, there is a need for these universities and other institutions of higher learning to be supported through funding and political goodwill as well as through cooperation with international organizations and initiatives such as Higher Education Sustainability Initiative (HESI) to make these initiatives more successful. Notably, The Digital Literacy Programme “Digischool” is also considered as a key deliverable under the Kenya Vision 2030. The adoption of robust curricula that provides for quality education and training is the key to the transformation of the country through technological innovation and the shift from knowledge reproduction to knowledge production which will eventually empower learners and communities as part of sustainable development.

There is a higher need than ever before for the Government to concentrate more on investment in education and training technology as part of its efforts towards the realization of sustainable development agenda and the country’s development blueprint, Vision 2030. If the right to quality and inclusive education for individual and community empowerment is to be realized, then there is a need for strong national legal and policy frameworks that lay the foundation and conditions for the delivery and sustainability of good quality education. Education holds great potential in addressing most of the problems that slow down the realization of sustainable development goals and eventual empowerment of individuals, such as poverty, injustice, inclusivity, environmental degradation, among others. Inclusive and quality education is indeed a tool for empowerment for the present and future generations.

*This article is an extract from the Article: “Towards Inclusive and Quality Education as a Tool for Empowerment in Kenya ,” (2021) Journal of Conflict Management and Sustainable Development Volume 6(1), p. 83  by  Dr. Kariuki Muigua, PhD , Kenya’s ADR Practitioner of the Year 2021  (Nairobi Legal Awards), ADR Publisher of the Year 2021  and ADR  Lifetime Achievement Award 2021 (CIArb Kenya). Dr. Kariuki Muigua is a foremost Environmental Law and Natural Resources Lawyer and Scholar, Sustainable Development Advocate and Conflict Management Expert in Kenya. Dr. Kariuki Muigua is a Senior Lecturer of Environmental Law and Dispute resolution at the University of Nairobi School of Law and The Center for Advanced Studies in Environmental Law and Policy (CASELAP). He has published numerous books and articles on Environmental Law, Environmental Justice Conflict Management, Alternative Dispute Resolution and Sustainable Development. Dr. Muigua is also a Chartered Arbitrator, an Accredited Mediator, the Africa Trustee of the Chartered Institute of Arbitrators and the Managing Partner of Kariuki Muigua & Co. Advocates. Dr. Muigua is recognized among the top 5 leading lawyers and dispute resolution experts in Kenya by the Chambers Global Guide 2022.

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Review: Alternative Dispute Resolution (ADR) Journal, Volume 12(3), 2024

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In “Examining the Efficacy of Mediation as A Tool for Accessing Justice in Kenya: Opportunities, Challenges, and Future Perspectives” Murithi Antony undertakes a thorough examination of mediation as a form of ADR in the Kenyan context. He identifies opportunities arising from the integration of mediation into the country’s legal system and explores barriers impeding its widespread adoption. The article concludes with a resounding call to action for all stakeholders to champion the use of mediation collaboratively and proactively, given its proven efficacy in dispute resolution.

Way Forward in Applying Collaborative Approaches Towards Conflict Management

By Hon. Prof. Kariuki Muigua, OGW, PhD, C.Arb, FCIArb is a Professor of Environmental Law and Dispute Resolution at the University of Nairobi, Member of Permanent Court of Arbitration, Leading Environmental Law Scholar, Respected Sustainable Development Policy Advisor, Top Natural Resources Lawyer, Highly-Regarded Dispute Resolution Expert and Awardee of the Order of Grand Warrior (OGW) of Kenya by H.E. the President of Republic of Kenya. He is the Academic Champion of ADR 2024, the African ADR Practitioner of the Year 2022, the African Arbitrator of the Year 2022, ADR Practitioner of the Year in Kenya 2021, CIArb (Kenya) Lifetime Achievement Award 2021 and ADR Publisher of the Year 2021 and Author of the Kenya’s First ESG Book: Embracing Environmental Social and Governance (ESG) tenets for Sustainable Development” (Glenwood, Nairobi, July 2023) and Kenya’s First Two Climate Change Law Book: Combating Climate Change for Sustainability (Glenwood, Nairobi, October 2023), Achieving Climate Justice for Development (Glenwood, Nairobi, October 2023), Promoting Rule of Law for Sustainable Development (Glenwood, Nairobi, January 2024) and Actualizing the Right to a Clean and Healthy Environment (Glenwood, Nairobi, March 2024)*

It is necessary to embrace and utilize collaborative approaches in managing conflicts. These techniques include mediation, negotiation, and facilitation. These mechanisms are effective in managing conflicts since they encourage parties to embrace and address disagreements through empathy and listening towards mutually beneficial solutions. Collaborative approaches also have the potential to preserve relationships, build trust, and promote long term positive change. They also ensure a win-win solution is found so that everyone is satisfied which creates the condition for peace and sustainability. These approaches are therefore ideal in managing conflicts. It is therefore important to embrace collaborative approaches in order to ensure effective management of conflicts.

In addition, it is necessary for third parties including mediators and facilitators to develop their skills and techniques in order to enhance the effectiveness of collaborative approaches towards conflict management. For example, it has correctly been observed that mediators and facilitators should listen actively and empathetically in order to assist parties to collaborate towards managing their dispute. Therefore, when a dispute arises, the first step should involve listening to all parties involved with an open mind and without judgment. This should entail active listening, which means paying attention to both verbal and nonverbal cues and acknowledging the emotions and perceptions involved.

It has been observed that by listening empathetically, a third party such as a mediator of facilitator can understand each person’s perspective and start to build a foundation for resolving the conflict through collaboration. In addition, while collaborating towards conflict management, it is necessary to encourage and help parties to focus on interests and not positions. It has been pointed out that focusing positions can result in a standstill which can delay or even defeat the conflict management process. However, by identifying and addressing the underlying interests parties can find common ground and collaborate towards coming up with creative solutions towards their conflict.

Mediators and facilitators should also assist parties to look for areas of agreement or shared goals. Identifying a common ground can build momentum and create a positive environment for resolving the conflict. Further, in order to ensure the effectiveness of collaborative approaches in conflict management, it is necessary to build strong collaboration. It has been asserted that strong collaboration can be achieved by establishing a shared purpose, cultivating trust among parties, encouraging active participation by all parties, and promoting effective communication.

Strong collaboration enables parties to develop trust between and among themselves and strengthen communication channels between the various parties. It also helps to generate inclusive solutions that arise from wider stakeholders’ views. Therefore while applying collaborative approaches, it is necessary for parties to foster strong collaboration by identifying common goals, building trust, ensuring that all stakeholders are involved, and communicating effectively in order to come up with win-win outcomes.

Finally, while embracing collaborative approaches in conflict management, it is necessary for parties to consider seeking help from third parties if need arises. For example, negotiation is always the first point of call whenever a conflict arises whereby parties attempt to manage their conflict without the involvement of third parties. It has been described as the most effective collaborative approach towards conflict management since it starts with an understanding by both parties that they must search for solutions that satisfy everyone.

It enables parties to a dispute to come together to openly discuss the issue causing tension, actively listen to each other, and come up with mutually satisfactory solutions. However, it has been correctly observed that negotiation may fail especially if the conflict is particularly complex or involves multiple parties due to challenges in collaborating. In such circumstances, where negotiation fails, parties should consider resorting to other collaborative approaches such as mediation and facilitation where they attempt to manage the conflict with the help of a third party. A mediator or facilitator can assist parties to collaborate and continue with the negotiations and ultimately break the deadlock.

*This is an extract from Kenya’s First Clean and Healthy Environment Book:  Actualizing the Right to a Clean and Healthy Environment (Glenwood, Nairobi, January 2024)  by Hon. Prof.  Kariuki Muigua, OGW, PhD, Professor of Environmental Law and Dispute Resolution, Senior Advocate of Kenya, Chartered Arbitrator, Kenya’s ADR Practitioner of the Year 2021 (Nairobi Legal Awards), ADR Lifetime Achievement Award 2021 (CIArb Kenya), African Arbitrator of the Year 2022, Africa ADR Practitioner of the Year 2022, Member of National Environment Tribunal (NET) Emeritus (2017 to 2023) and Member of Permanent Court of Arbitration nominated by Republic of Kenya and Academic Champion of ADR 2024. Prof. Kariuki Muigua is a foremost Environmental Law and Natural Resources Lawyer and Scholar, Sustainable Development Advocate and Conflict Management Expert in Kenya. Prof. Kariuki Muigua teaches Environmental Law and Dispute resolution at the University of Nairobi School of Law, The Center for Advanced Studies in Environmental Law and Policy (CASELAP) and Wangari Maathai Institute for Peace and Environmental Studies. He has published numerous books and articles on Environmental Law, Environmental Justice Conflict Management, Alternative Dispute Resolution and Sustainable Development. Prof. Muigua is also a Chartered Arbitrator, an Accredited Mediator, the Managing Partner of Kariuki Muigua & Co. Advocates and Africa Trustee Emeritus of the Chartered Institute of Arbitrators 2019-2022. Prof. Muigua is a 2023 recipient of President of the Republic of Kenya Order of Grand Warrior (OGW) Award for his service to the Nation as a Distinguished Expert, Academic and Scholar in Dispute Resolution and recognized among the top 5 leading lawyers and dispute resolution experts in Band 1 in Kenya by the Chambers Global Guide 2024 and was listed in the Inaugural THE LAWYER AFRICA Litigation Hall of Fame 2023 as one of the Top 50 Most Distinguished Litigation Lawyers in Kenya and the Top Arbitrator in Kenya in 2023.

Bercovitch. J., ‘Conflict and Conflict Management in Organizations: A Framework for Analysis.’ Available at https://ocd.lcwu.edu.pk/cfiles/International%20Relations/EC/IR403/Conflict.ConflictManagementinOrga nizations.pdf (Accessed on 01/03/2024).

Bercovitch. J., ‘Mediation Success or Failure: A Search for the Elusive Criteria.’ Cardozo Journal of Conflict Resolution, Vol. 7, p 289.

Bloomfield. D., ‘Towards Complementarity in Conflict Management: Resolution and Settlement in Northern Ireland,’ Journal of Peace Research., Volume 32, Issue 2.

Burrell. B., ‘The Five Conflict Styles’ Available at https://web.mit.edu/collaboration/mainsite/ modules/module1/1.11.5.html (Accessed on 01/03/2024).

Demmers. J., ‘Theories of Violent Conflict: An Introduction’ (Routledge, New York, 2012).

Diana. M., ‘From Conflict to Collaboration’ Available at https://www.pmi.org/learning/library/conflict-collaboration-beyond-projectsuccess-1899 (Accessed on 01/03/2024).

Food and Agriculture Organization., ‘Collaborative Conflict Management for Enhanced National Forest Programmes (NFPs)’ Available at https://www.fao.org/3/i2604e/i2604e00.pdf (Accessed on 01/03/2024).

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Isenhart. M.W., & Spangle. M., ‘Summary of “Collaborative Approaches to Resolving Conflict” ‘ Available at https://www.beyondintractability.org/bksum/isenhart-collaborative (Accessed on 01/03/2024).

Kaushal. R., & Kwantes. C., ‘The Role of Culture and Personality in Choice of Conflict Management Strategy.’ International Journal of Intercultural Relations 30 (2006) 579– 603.

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Muigua. K & Kariuki. F., ‘ADR, Access to Justice and Development in Kenya.’ Available at http://kmco.co.ke/wp-content/uploads/2018/08/ADR-access-tojustice-and-development-inKenyaRevised-version-of-20.10.14.pdf (Accessed on 01/03/2024).

Muigua. K., ‘Alternative Dispute Resolution and Access to Justice in Kenya.’ Glenwood Publishers Limited, 2015.

Muigua. K., ‘Reframing Conflict Management in the East African Community: Moving from Alternative to ‘Appropriate’ Dispute Resolution.’ Available at https://kmco.co.ke/wpcontent/uploads/2023/06/ Reframing-ConflictManagement-in-the-East-African-CommunityMoving-from-Alternative-toAppropriate-Dispute-Resolution (Accessed on 01/03/2024).

Muigua. K., ‘Resolving Conflicts through Mediation in Kenya.’ Glenwood Publishers Limited, 2nd Edition., 2017.

Quain. S., ‘The Advantages & Disadvantages of Collaborating Conflict Management’ Available at https://smallbusiness.chron.com/advantagesdisadvantages-collaborating-conflict-management-36052.html (Accessed on 01/03/2024).

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Opportunities and Challenges of Collaborative Conflict Management

One of the key collaborative approaches that can be applied in conflict management is mediation. Mediation has been defined as a method of conflict management where conflicting parties gather to seek solutions to the conflict, with the assistance of a third party who facilitates discussions and the flow of information, and thus aiding in the process of reaching an agreement.

Mediation is usually a continuation of the negotiation process since it arises where parties to a conflict have attempted negotiations, but have reached a deadlock. Parties therefore involve a third party known as a mediator to assist them continue with the negotiations and ultimately break the deadlock. A mediator does not have the power to impose a solution upon the parties but rather facilitates communication, promotes understanding, focuses the parties on their interests, and uses creative problem solving to enable the parties to reach their own agreement.

Some of the core values and principles guiding mediation as a collaborative approach towards conflict management include impartiality, empathy, valued reputation, and confidentiality. It has also been pointed out that mediation has certain attributes which include informality, flexibility, efficiency, confidentiality, party autonomy and the ability to promote expeditious and cost effective management of dispute which makes it an ideal mechanism for managing disputes.

Mediation is an effective mechanism that can foster collaboration due to its potential to build peace and bring people together, binding them towards a common goal. Mediation can also foster effective management of conflicts by building consensus and collaboration. It has been argued that mediation can enhance collaboration towards conflict management due to its emphasis on the need for a mediator who listen to the wants, needs, fears, and concerns of all sides. Therefore, for mediation to be effective in fostering collaboration, the approach must be mild and non-confrontational because the goal is to make all parties feel comfortable expressing their views and opinions.

Another key collaborative approach towards conflict management is negotiation. It has been defined as an informal process that involves parties to a conflict meeting to identify and discuss the issues at hand so as to arrive at a mutually acceptable solution without the help of a third party. Negotiation is one of the most fundamental methods of managing conflicts which offers parties maximum control over the process66. It aims at harmonizing the interests of the parties concerned amicably. Negotiation has been described as the process that creates and fuels collaboration.

Negotiation fosters collaboration since it involves all parties sitting down together, talking through the conflict and working towards a solution together. Negotiation has been described as the most effective collaborative approach towards conflict management since it starts with an understanding by both parties that they must search for solutions that satisfy everyone. It enables parties to a dispute to come together to openly discuss the issue causing tension, actively listen to each other, and come up with mutually satisfactory solutions. If negotiation fails, parties may resort to other collaborative approaches such as mediation and facilitation where they attempt to manage the conflict with the help of a third party.

Facilitation is another key collaborative approach towards conflict management. Facilitation entails a third party known as a facilitator who helps parties to a conflict to understand their common objectives and achieve them without while remaining objective in the discussion. A facilitator assists conflicting parties in achieving consensus on any disagreements so that they have a strong basis for future action.

It has been pointed out that facilitation is effective in fostering collaboration in conflict management particularly in conflicts which are complex in nature or those that involve multiple parties. In such conflicts, it is necessary to seek outside help from a neutral third party to facilitate the discussion as parties work towards mutually acceptable outcomes.

Applying collaborative approaches towards conflict management offers several advantages. It has been pointed out that collaborating results in mutually acceptable solutions. Such solutions can therefore be effective and long lasting negating the likelihood of conflicts reemerging in future. Collaborating signifies joint efforts, gain for both parties and integrated solutions arrived at by consensual decisions.

Collaborating is also very effective when it is necessary to build or maintain relationships since it focuses on the needs and interests of all parties in a dispute. It has been observed that collaborative approaches emphasize trust-building, open communication, and empathizing with each other’s perspectives which goes beyond resolving conflicts to facilitate deeper understandings of each other. Collaborative approaches can therefore lead to better interpersonal connections.

Collaborating can also result in constructive decision-making since encouraging active engagement and open dialogue helps others think outside of the box and explore innovative paths towards conflict management. Further, by encouraging the participation and involvement of all stakeholders, collaboration ensures that everyone feels heard, valued and understood which is very essential in managing conflicts.

In addition, collaborating sets the tone for future conflict resolutions since it gives those involved the shared responsibility to resolve their problems. However, collaborative approaches towards conflict management have also been associated with several drawbacks. For example, it has been observed that collaborative approaches may not be easy to implement since they involve a lot of effort to get an actionable solution. It has been observed that thorough discussions, active participation, and exploring multiple perspectives as envisaged by collaborative approaches take time.

Collaborating may therefore require patience and dedication to ensure all voices are heard and meaningful resolutions are reached. Achieving consensus through collaborative approaches can also be difficult since conflicting opinions, varying conflict goals, and emotional variables can make the consensus-building process challenging and time-consuming. As a result of these challenges, it has been asserted that collaborative approaches towards conflict management are frequently the most difficult and time-consuming to achieve.

Further, it has been argued that over use of collaboration and consensual decision-making may reflect risk aversion tendencies or an inclination to defuse responsibility. Despite these challenges, collaborative approaches towards conflict management are ideal in ensuring win-win and long lasting outcomes. It is therefore necessary to embrace and apply collaborative approaches towards conflict management.

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Kenya Economic Update: Lessons from Kenya’s Education Reforms

The Nairobi Central Business District. 

Photo: Sarah Farhat/World Bank

STORY HIGHLIGHTS

• The latest World Bank economic analysis for the country highlights the success of education reforms, and recommendations for continued improvement
• Kenya provides education services for over 16 million children and youth, with almost 500,000 teachers distributed in close to 90,000 schools
• The education system is also expanding to accommodate more students, especially in pre-school and post-primary education

NAIROBI, June 7, 2021— Kenya’s education sector has improved quickly, despite disruption by COVID-19 (coronavirus). Before the pandemic, the government embarked on ambitious reforms which sought to improve the quality of education through several approaches; a competency-based curriculum (CBC), reforming professional teacher development, textbook policy, and management practices at the local level.

These reforms have made Kenya a top education performer in Eastern and Southern Africa, according to the Kenya Economic Update, Edition 25: Aiming High, Securing Education to Sustain Recovery . The report outlines the key messages from the new World Bank Public Expenditure Review (PER) in basic education and highlights Kenya’s impressive achievements, challenges, and the way forward.  

The report notes that Kenya’s real gross domestic product (GDP) is projected to grow by 5.5% in 2022 and 5.2% on average in 2023–24, a moderation following a remarkable recovery in 2021 from the worst economic effects of the pandemic. Education will need additional resources from this economic growth even while the country continues to recover from COVID-19, reduce inequities and expand the system and implement ambitious in a context of fiscal consolidation.  

“Learning remains one of the most critical assets for any country to promote equitable growth and poverty reduction, and that cannot happen without a solid foundation,” said Pedro Cerdan-Infantes, World Bank Senior Economist. “While the Education sector faces treacherous sources of inequality including uneven quality and results, Kenya has embarked on ambitious reforms to address the quality issues rather than considering the job done by virtue of near-universal access and coverage.”

Top education performer in Eastern and Southern Africa

Primary education is reaching universal levels while secondary school enrolment increased by over 50% in the seven years before the pandemic. These achievements have resulted directly from increased spending and enrolment at all levels, as well as consistent improvements in learning outcomes before the pandemic.

Performance also improved in numeracy (mathematics) and languages (English and Kiswahili). For example, performance in Class Three mathematics, English and Kiswahili improved in 2016 and 2018. Minimum requirement satisfaction increased by 6% in numeracy,16% in English, and 6% in Kiswahili. Regionally, Kenya is outstanding in reading, the report notes. Numeracy dropped in 2018 against neighboring countries, however, early grade mathematics assessments between 2015 and 2021 improved from 71% in 2016, to 80% in 2021 in secondary schools. Final secondary examinations (KCSE) performance improved from 11% in 2017 to 18% in 2021.

According to the report, these improvements resulted from sustained high spending on education. Expenditure has reached international benchmarks, both as a share of total government expenditure (TGE) and as a share of gross domestic product (GDP). TGE as a share of GDP reached 5.3% in 2018, higher than the average for other lower middle-income and upper middle-income countries, except for South Africa. The share of the government budget on education also increased, reaching 19% in 2020. Education spending per capita is also relatively high compared to countries in the region, which the report highlights is a key factor in quality education.

Despite these gains, challenges abound. Kenya has huge regional inequalities in all education outcomes. While most counties exceed 12 expected years of school, very low outcomes are concentrated in a few counties in the north and northeast of the country, in arid and semi-arid areas with EYS as low as 6.5 years. Only Nairobi County is near completing 12 years of Learning Adjusted Years of School (LAYS).

Education outcomes are much lower in rural areas and for lower income populations. Net enrollement rates (NER) are significantly higher in pre-primary, primary and secondary education, for children from households in the top 20% of income distribution, when compared to the bottom 20%.

Compounded by the pandemic, these challenges have led to learning losses and deepened inequalities in education. Around 17 million students and more than 320,000 teachers were affected by the closure of 30,000 primary and secondary schools in 2020. Schools gradually reopened from October 2020 to January 2021. Efforts to provide remote learning revealed a significant digital divide, with over 50% of the students being left out, mainly due to lack of appropriate electronic devices, access to electricity and internet connectivity.

The report proposes several policy recommendations centred on adequacy, equity and efficiency in resource use as the school system prepares to expand to accommodate more students, especially in pre-k and post-primary education. Continued and accelerated improvements in the sector will depend on:

• Adequate resources to achieve sector objectives and implement ambitious reforms by protecting spending in the short-term
• Prioritizing actions and mobilizing additional resources in the medium term
• Allocating resources more equitably, particularly development spending, teachers and school capitation grants
• Using resources efficiently by exploiting data more effectively in management, particularly at the local level, as well as improving coordination and reducing fragmentated management of the sector

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Is Education Technology the great equalizer? Lessons from Kenya

In early 2020, the Covid-19 pandemic plunged the world into an unprecedented education crisis that left  1.6 billion learners  out of the classroom, from pre-primary to college. This situation forced countries to find alternative modes of delivering education. The World Bank estimates that  53%  of learners in Low-Income-Countries have no reading proficiency by age 10. Prolonged school closures are likely to magnify the already existing inequalities. Literacy, digital, and general skills gaps widen and further threaten the academic and professional prospects for young people. According to a Save the Children report, over  9 million children  could miss out on education permanently due to the pandemic.

Education Technology (EdTech) in Kenya

In response to the education crisis, countries like Kenya are leveraging technology and remote learning to continue education amid school closures. Education Technology (EdTech) is a combination of IT tools and educational practices used to facilitate and enhance learning. With the growing  reach  of mobile technology in Kenya, EdTech has the potential to reach out-of-school children and youth. It provides opportunities to learn under challenging circumstances. EdTech can help empower young generations, bridge gender gaps and prepare students for the workforce. The EdTech industry has been rapidly gaining ground in countries like Kenya and India. In these countries, efforts to improve the failing education system have led to a spike in digital learning solutions. The sector is predicted to triple in value worldwide to  $ 350 billion by 2025 . The breadth and depth of the transition to distance education have been immense. Although the majority of students are engaged in remote learning, many households encountered challenges.  Access to appropriate digital devices, good internet connections, electricity and proper study spaces are some of them. Also, there is a significant disparity between rural and urban households.

Less than 10% of pupils in Kenya have access to digital learning materials, such as computers, iPads and laptops. Only 18% have access to the internet for learning, and only 26% have access to electricity in rural areas. The numbers show blatant disparities in home learning. Even when the infrastructure for remote learning delivery is available, acceptance from public schools’ students is low. This situation has to do with insufficient technological capacity and lack of educational and instructional design for effective learning methods. Radio is still the only medium that reaches rural areas more effectively than urban ones. Access to computers, television, and the internet is considerably lower in rural contexts.

Innovation thanks to the pandemic

In the wake of the pandemic, the Ministry of Education took a number of steps to promote continuity in learning. This included education programmes broadcasted via  television  and radio, as well as on YouTube. In partnership with the Kenya Publishers Association, the government made electronic copies of textbooks available for free on the Kenya Education Cloud. Key notable innovations in education in the past year were:

–    The  Kenya Education Cloud : a government initiative aimed at offering comprehensive basic education virtually; –     Ubongo : is a  multi-platform  education content that helps  kids learn , and leverage their learning to change their lives. –     Eneza Education : a phone-based platform for students and teachers to access and use learning materials; –     e-Limu : a mobile-app created to reinforce learners’ literacy skills through videos and games; –     Tusome : a national literacy programme which uses digitized teaching materials and a tablet-enabled feedback system. –     M-Shule ,  eKitabu , and  Longhorn Publishers ’ e-learning platforms have also been implemented.

Through the Kenya Civil Aviation Authority and in partnership with Telkom Kenya, the Government of Kenya also deployed  Google’s Loon Balloons  carrying 4G base stations over Kenyan airspace. These are all noble measures designed to make sure that no student is left behind. Yet, access to these services is patchy and not enough children benefit, neither in urban nor in rural areas.

Despite governmental efforts, the  ongoing school closures  are deepening educational inequality. It is evident that learners from well-off families can cope better with the challenges posed by the crisis. They have access to the Internet and can afford to pay for virtual tutors. For others the situation is bleak. That includes students with learning disabilities, who were already marginalized before the outbreak and never included in digital learning strategies, and those living in remote areas.

How to close the inequality gap?

So, how can Kenya support already marginalized learners during school closures to enable them to keep up? If the country cannot solve this puzzle, the inequality gap in education will only widen further.

To reach the most vulnerable and excluded children, Kenya must adopt multiple learning modalities, ranging from television and radio to mobile technology (WhatsApp/SMS), that are available to all. With over  59%  of the population having access to radios, it would be possible to reach learners left behind by new technology if lessons are provided through this medium.

Besides, there is need to have high level of collaboration between the private sector and the government where the latter can offer internet providers  (Safaricom, Telkom, Airtel, Zuku)  and mobile device manufacturers  (Tecno, Huawei and Samsung)  with tax incentives if they support equity in access to distance learning for the disadvantaged portion in the society and this can only be restricted to educational platforms. Low digital and literacy skills, plus the low number of mobile phone ownership, limit mobile internet adoption.

Key stakeholders in the education sector, such as teachers, learners and parents, need to be trained in the new learning modalities. With the recent move to EdTech solutions, teachers must upskill and reskill continuously.

School closures and home confinement have fundamentally transformed how students, teachers and parents engage with education and learning. It has prompted the world to reimagine teaching and the organization of learning.

Yet, we have also realized that human contact is at the heart of education. Technologies cannot replace the experience of being in school and the human interaction it is based on. It will take a while for technologies to supplant traditional knowledge-based teaching. Teachers remain central to the educational process. Beyond the usual curricula, there is meaningful learning that happens in schools, such as play, sports, art, and extracurricular activities. Much of this personal development and social learning cannot be delivered remotely. As a human experience, learning is rooted in social interaction and processes.

This is a re-publication from   Southern Voice

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ICT integration in education in Kenya: Roll-out of the Digital Literacy Programme

A course on ICT integration in education started with a face-to-face three-day workshop at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), Nairobi, Kenya from 19 to 21 January 2016. The course will continue online from February to May 2016 in order to prepare teachers in using ICT in the roll-out of the Digital Literacy Programme of the Government of Kenya.

The 59 participants to the course represent the 47 counties of Kenya. Mr Wekesa Abraham from Turkana County, one of the participants, said, “It was the best, though challenging. I thought I was a guru in ICT but I have learnt a lot and would wish to never miss any other ICT training.” The participants were taken through the KICT-CFT Course that aims at:

• developing Kenyan teachers’ skills in knowledge deepening and more specifically in applying principles of ICT in education and other key concepts and processes;
• designing a unit plan with ICT and develop relevant classroom activities;
• designing online materials using an authoring environment or tools;
• managing the use of supplemental ICT resources with individuals and small groups of learners; and
• using ICT to search for, manage, analyse, integrate and evaluate information for professional learning.  The course is based on the UNESCO ICT Competency Framework for Teachers .

The course is a vital preparation for teachers to take full advantage of the Digital Literacy Programme, rolled out be the government of Kenya. The programme emphasizes Kenya’s long-term vision of creating a knowledge-based economy. Teacher training is critical component of integrating ICT in education and the Ministry of Education, Science and Technology is mandated to develop a skilled and innovative man power in Kenya and works towards the integration of ICT at all levels of learning. Teachers also need to embrace change with the new paradigm shift in teaching and learning brought about by the demands of ICT tools. The course is the result of collaboration among UNESCO, Ministry of Education, Science and Technology (MOEST), Teachers Service Commission (TSC), Centre for Mathematics, Science and Technology Education in Africa (CEMESTEA), Kenya Institute of Curriculum Development (KICD), and Airtel Kenya.

The participants enjoyed the face-to-face training and are looking forward to the three-month online course. Airtel joined the training initiative to provide the participating teachers and online facilitators with data bundles and modems to access and participate actively in the course. Mr Abdiwahab Mohammed from Garissa County stated, “It was captivating, exciting and educative. I wish the same could be enrolled to other teachers in school so that ICT integration becomes a success in our schools.” According to Ms Susan Kanyiri from Kiambu County, “this experience has been very rich and she has learnt a lot and polished her ICT skills. “We have been able to interact with like-minded people from various counties, and we are grateful for the opportunity and hope to excel at all levels,” she added.

The initiative builds on a generous grant from the William and Flora Hewlett Foundation (USA) and is a direct follow up to 2012 World Congress on Open Educational Resources which released the Paris Declaration on OERs calling on governments to openly license all educational materials produced with public funds. UNESCO has been working with the Governments of Kenya, Oman, Bahrain and Indonesia to implement dynamic and relevant policies to guide and recognize teachers and learners to find, adapt, use, develop and share open educational resources.

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Technology in education in Kenya: from gathering dust to gathering momentum

• 3 August 2023

In late 2017, the Kenyan Ministry of Education announced a big change to a new competency-based curriculum (“CBC”) to include technology and digital skills that will help prepare our students for the future. I am one of 19 teachers at Nyakio Primary, a public school in rural South Kinangop. Our school has 601 students from pre-primary to grade 8.  When we heard of the Ministry’s expectations, we wondered how we would transition and if and when our schools would receive the needed resources to do so.

Having had no technology in the school before, the government soon started to deliver tablet computers for students at primary schools across Kenya. At Nyakio, we accepted 64 of these gadgets for the entire school, but we were a bit scared because we had no knowledge or instructions on how to use them. As with many teachers around the world, we were hesitant, or lacked confidence in using technology. Myself, I was computer illiterate, and so were my colleagues. So the tablets remained in a closet gathering dust and, as teachers, we somehow felt left in the dust as well.

  “I felt it could have been useful for teachers to be consulted when the new curriculum was being designed to make sure we were able to use the technologies well when teaching as they expected us to.”  

When schools reopened in 2021, Flying Kites began a program to help local teachers build very basic digital skills and confidence to use the government-issued tablets and other technology (such as computers, smartphones, and the internet) for teaching. I remember when I was first invited to the Tech Training program because we were asked to find the tablets, wipe off the dust, and bring them to the workshop. I was a bit afraid and feeling like a preschool student, but also I had so much hope.

By now, the CBC has been implemented and we need a lot of knowledge about computers and technology to do our jobs on a daily basis. Most of the activities in our books require us to go to the website of the Kenya Institute of Curriculum Development (KICD) to find the right content, student-centered activities, and resources. I admit there are times I have to skip some areas because I can’t do the research without access to the internet. I have now started to bring my research to Flying Kites because they allow me to use their internet and their equipment. Being able to access the KICD website with independence is one of the first and most important learning targets for the Flying Kites Tech Training program. I know how to do it now, but, as is the case for multiple schools on our continent, I don’t always have the internet.

Just this year Flying Kites started opening their Computer Hub after school for teachers who have gotten training. Even though I must travel about 45 minutes to get there, I find myself visiting for access to the internet, to improve my digital skills, and even to get support from our trainer, Mr. Okal. Sometimes we even go there as a group of teachers and we are helped to navigate through skills to reach what is needed by the CBC. It becomes so easy. Mr. Okal is never shy to help us and I like how he builds our skills using practical exercises that are very relevant to our jobs. For example, I am now able to use simple spreadsheets to mark my exams. I used to do it on pencil and paper.

Now, we are teachers who are confident and skilled. I feel that we’re finally using #TechOnOurTerms. It’s not the way we started. Now with digital skills, it makes learning much easier for the pupils. It feels good.The pupils and teachers are having a learning experience and enjoying using technology together. My students participate and they are very lively and eager to learn. We use the tablets very frequently for learning games and to watch educational videos. While before they sat in a closet, I now find myself in competition with other teachers to use these gadgets. Technology is changing our profession; we are growing step by step and our pupils are growing also. They want to learn more and more.

We are feeling ready to move forward. We have the basic digital skills and can even self-direct our learning using very good resources on the internet. Myself, I learn new skills every day and when I go back to my school I am able to equip my learners with confidence using the gadgets and technology that is available to us. Yes, we still have a journey ahead because our school has limited electricity, the tablets are getting worn out, and still no internet, but we are on a good path and our students are benefiting. I know they will graduate with the skills needed to compete in the world. And because I am now digitally literate myself, I am able to help them reach their goals.

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MASTER OF EDUCATION ( EDUCATIONAL TECHNOLOGY)

This Programme shall equip learners to:

i)      Acquire advanced knowledge and skills in Educational Technology.

ii)     Examine critically issues and challenges in Educational technology.

iii)    Develop competence for conducting research in Educational Technology.

iv)    Apply theories and principles of pedagogy in the adoption of Technology in Education

v)     Acquire skills in training of educational technology practitioners.

vi)    Design and produce Instructional materials

Duration and structure

• The degree programme has two options:  course work, examination and project as option one and course work, examination and thesis as option two. 
• The programme shall run for a minimum period of four semesters and a maximum   of 12 semesters of 15 weeks each.
• M.Ed. in Educational Technology shall be offered by course work, examination and project/thesis.
• The programme shall comprise 18 course units.
• A student taking the programme by coursework, examination and project shall take ten (10) core course units, four elective course units and project.
• A project shall be equivalent to four course units.
• A student taking the programme by course work, examination and thesis shall take ten core course units and thesis
• A thesis shall be equivalent to eight course units.
• A course unit shall constitute 60 contact hours.

The common regulations for Masters’ Degree in the University of Nairobi shall apply.

• A holder of Bachelor of Education degree with at least Upper Second Class honours  degree  of the University of Nairobi or its equivalent qualification recognized by the Senate.
•  A holder of any other Bachelor’s degree of the University of Nairobi  with at least an  upper  second class honours and postgraduate Diploma in Education (PGDE) of the University of Nairobi or equivalent qualification recognized by the Senate.
•  A holder of lower second class degree in education obtained from the University of Nairobi  and three years teaching experience or any other equivalent qualification recognized by the Senate.
• A holder of a pass degree in Education from the University of Nairobi and five years teaching   experience or any other qualification recognized by the Senate
• Trainer of trainer
• Managers of school
• Curriculum development specialist
• Computer studies teacher
• IT consultant
• Educational media specialist
• Multimedia designer
• Web designer
• E - learning material developer
• Researchers in educational technology

             Add 25% for foreign students

© University of Nairobi 2024.  All rights Reserved.

• 020 2000211 / 020 2000212
• Konza Technopolis, Konza Complex, Nairobi-Mombasa Road

Bachelor of Technology Education

Duration:  4 Years

Start Date: 

Cost:  KES 115,000  per year

Mode of Delivery: Online

Application Due:  Open

Fee Structure and Payment

The programme is designed to prepare Technology Education Trainers who are competent in specialized content areas and pedagogy to carry out teaching, research and community service in the areas of construction and woodwork technology, Electrical and Electronics Technology, Mechanical and Automotive Technology, Manufacturing and textile Technology and Computer Technology. The Bachelor of Education Technology graduates among others are required to successfully implement Competency Based Education and Training at multiple levels including TVET, Junior Secondary, Senior Secondary and Basic Education levels.

Career Prospects in Technology Education :

Graduates of this program can explore diverse and promising career trajectories, including but not limited to:

• Technology Education Teacher
• Educational Technology Specialist
• Curriculum Developer
• STEM (Science, Technology, Engineering, and Mathematics) Educator
• Higher Education Lecturer/Professor
• Mobile Learning Developer

Need guidance?

Kindly ask for a return call from our proficient OUK course consultants to have your inquiries addressed.

Other Programmes offered

• Bachelor of Science in Cyber Security and Digital Forensics
• Bachelor of Agri-Technology and Food Systems
• Bachelor of Data Science
• Bachelor of Business and Entrepreneurship
• Bachelor of Economics and Statistics
• Postgraduate Diploma in Leadership and Accountability
• Postgraduate Diploma in Learning Design and Technology

Programme Structure

Learning Outcomes

By the end of this programme, the student will be able to:

• Apply appropriate pedagogical principles and skills in CBET  (teaching, assessment, use of ICT tools, guidance and counseling)  as well as understand ethical and professional responsibilities.
• Demonstrate appropriate knowledge, skills and safety awareness in  the technical area of expertise and effectively and efficiently manage Education and Training Institutions, programmes and industry setups.
• Engage in continuous professional Learning and Research to enhance National Development and provide solutions to real world challenges.
• Carry out Curriculum Development and Evaluation as well as evaluate Education and Training systems and develop innovative solutions.

Total credit hours and course units required for graduation

The programme shall be offered in 8 semesters. The minimum total courses for the pro gramme are 48. The minimum total course credit hours required for graduation is 144 hours .

Admission Requirements

A candidate must satisfy the general University admission criteria for undergraduate programmes.

• A mean grade of C+ and above at KCSE   OR
• Diplomas or professional qualifications   OR
• A certificate of foundation or bridging courses from recognised institutions   OR
• A portfolio for the purpose of recognition of prior learning   OR
• Kenya Advanced Certificate of Education with a minimum of 1 principal   OR
• A bachelor’s degree from an institution recognised by Senate.

Curriculum Requirements

• Minimum mean grade of C+ (plus) at KCSE and C+ in Mathematics with C plain and above in Physics, Chemistry and English or
• equivalent qualification from recognized institutions   OR
• Kenya Advanced Certificate of Education (KACE) with a minimum of two principal passes in Mathematics /Physics /Chemistry.  OR
• A minimum of grade C (Plain) in KCSE or equivalent and a certificate of bridging courses or pre-university qualifications  from recognized institutions and C+ in Mathematics with C plain and above in Physics, Chemistry and English.  OR
• Diploma in technical education or computer studies from recognized institution in a relevant field

To recognize prior learning, the applicant must fulfill the following requirements:

a)      KCSE certificate or its equivalent 

b)     A minimum of two years workplace training/a minimum of two years work experience in industry or a relevant field

c)      Relevant short courses of not less than three months, the number of which the Senate will decide.   OR

d)     Recognition of prior learning assessment certificate from a recognized institution

Regulations on Credit Accumulation and Transfer

Credit Accumulation

Regulations on credit accumulation, including possible pathways, shall be in line with the provisions of Universities Regulations, Universities Standards and Guidelines, and general national trends.

Credit Transfer

The regulations of Credit transfer for OUK shall be as follows:

a)      To qualify for transfer to Open University of Kenya a student must have attained at least a cumulative grade C or GPA of 2.0 on a GPA scale of 1 to 4.

b)     Credit transfer can only be granted to a registered student in the university he or she is  transferring from.

c)      The student records will officially be communicated between the universities.

d)     Where a transfer is granted, the student must take a minimum of 52% of the units at the Open University of Kenya.

e)      The student must undertake the two teaching practice sessions under the Open University of Kenya.

f)      The student must undertake all third year and fourth year courses in the Open University of Kenya.

g)     Where a student is to transfer a course with a prerequisite, such a prerequisite must have been covered at the university where the student is transferring from.

h)  The student will be required to transfer all the credits obtained at the university where he  a)      or she is transferring from.

i)    For any course to be considered for credit transfer it should have been taken at an equivalent level and obtained a minimum of 50% mark, the overall aggregate score for a candidate to be considered for transfer shall be 50% and above.

Guidelines For Transfer Of Credit/ Exemptions

A candidate may be exempted from degree level courses if the Senate is satisfied that the candidate has completed a similar course at the Diploma level from a recognized institution. The general rules governing credit transfers and exemptions will apply. In addition, the following rules apply:

• Must meet the requirements for admission to the Bachelor of Data Science program.
• Must obtain and submit an official transcript from the previous university/college indicating academic status, courses offered, credits units completed, and grades obtained.
• Will be allowed to transfer/exempt credits earned from the courses described, but only up to 49%.
• If permitted to transfer/exempt, he/she will not be permitted to transfer units in courses in which he/she received a pass mark of less than 50%.
• All applications must be accompanied by recommendations from the institution from which he or she is transferring.
• The school will evaluate the application and make recommendations to the Sen- ate.

Student Assessment Levels

Student Assessment at programme level

The course will be assessed through:

• Content embedded quizzes
• Online practical work
• Open book tests
• Project reports
• End of course online examination

The projects will be assessed through e- portfolios. Students will present their work to an evaluation panel. All students’ work will be checked for plagiarism. The students should be logged in with the university provided login details in order to carry out any task.

Countinous Assessment

Tests/Tasks: 50%

Examination 50%

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Master of Education ( Educational Technology)

The Department of Educational Communication and Technology has had a Master of Education in Educational Technology programme since 2015. Technology has influenced almost every aspect of society especially in the way we communicate. It is inevitable that our communication in our schools has to change, as education is envisaged to provide the Kenya economy with knowledge, values and skills required in achieving vision 2030. The programme targets teachers, researchers, curriculum designers and developers, policy makers, managers, implementers and evaluators of educational technology to support ICT integration and use of media across the curriculum.

Philosopy of the Programme

The Master of Education in Educational Technology programme in the Department of Educational Communication, Technology and pedagogy is designed to provide hope, faith and creativity to a society experiencing and promoting technological advances in education.

Rationale of the Programme

Vision 2030 (Republic of Kenya, 2007) envisages that Kenya becomes a newly industrialized nation through revitalizing teaching –learning process in the education sector. To achieve this industrialized status, educational Technology is critical in promoting science and technology in the education system. To this end, the government has embarked on making education more relevant with emphasis on universal access to education and ICT integration in education. Further, educational technology should entrench science and technology among other subject areas to produce highly qualified human resource to spur industrialization.  Despite the central role of educational technology in industrialization, implementation of policy and legal frameworks to universalize modern ways of teaching and learning, educational technology, remains a strong factor for the realization of the goals and objectives of the sector.  Based on this, there is need to carry out research and build capacity for human resource who will develop, implement and evaluate curriculum across the school system effectively and efficiently.

Objectives of the Programme

•  Acquire relevant knowledge, values, skills and competencies in educational   technology.
•  Apply teaching-learning theories, philosophy, phenomenology and social   considerations in educational technology.
• Examine trends in policies, legal frameworks and international instruments in   universalizing access to educational technology.
• Evaluate contemporary issues arising from the implementation of educational   technology in instruction and training.
• Advance research to address Educational Technology issues

DURATION AND STRUCTURE

• The degree programme has two options:  course work, examination and project as option one and course work, examination and thesis as option two. 
• The programme shall run for a minimum period of four semesters and a maximum of 12 semesters of 15 weeks each.
• M.Ed. in Educational Technology shall be offered by course work, examination and project/thesis.
• The programme shall comprise 18 course units.
• A student taking the programme by coursework, examination and project shall take ten (10) core course units, four elective course units and project.
• A project shall be equivalent to four course units.
• A student taking the programme by course work, examination and thesis shall take ten core course units and thesis
• A thesis shall be equivalent to eight course units.
• A course unit shall constitute 60 contact hours.

MODE OF DELIVERY  

  The programme shall be offered through Face to Face teaching mode, Open   Distance and   eLearning (ODeL) mode in a blended manner.

 Face to face mode

The programme shall be conducted through lectures, group discussion, seminars, tutorials, case studies, student-lecturer consultations, supervised independent study, group projects, practicals, demonstrations and e-learning services.

• Open Distance and e-Learning (ODeL) mode

  The programme shall be offered by Open and Distance e-Learning (ODeL) mode.  The ODeL mode will involve:

• This will include self-instructional print and electronic study materials and other relevant online     services
• Written self-instructional study modules and e-learning materials, audiovisual and interactive devices, and self-tests;
• Learning Management System delivered via internet-based technologies such as Skype, e-classrooms, Google meet, Microsoft Teams, Zoom;
• Access to learning through training hubs and other resource centres and use of both physical and  e-libraries at the University of Nairobi and other institutions
• Limited face-to-face sessions to provide an overview of the course at commencement of the
• semester, mid-semester, and revision period before examinations;

        Blended Learning Mode

               The course shall also be delivered through a combination of face-to-face, and ODeL where applicable

CONTACT INFORMATION

P. O. Box 92 Kikuyu

Tel: 020-4918372

Email: [email protected] 

ADMISSION REQUIREMENTS       

• The common regulations for Master’s Degree in the University of Nairobi shall apply.
• A holder of Bachelor of Education degree with at least Upper Second Class honours degree of the University of Nairobi or its equivalent qualification recognized by the Senate.
• A holder of any other Bachelor’s degree of the University of Nairobi with at least an upper second class honours and postgraduate Diploma in Education (PGDE) of the University of Nairobi or equivalent qualification recognized by the Senate.
• A holder of lower second class honours degree in education obtained from the University of Nairobi and three years teaching experience or any other equivalent qualification recognized by the Senate.
• A holder of a pass degree in Education from the University of Nairobi and five years teaching experience or any other qualification recognized by the University of Nairobi Senate .

3.2 Credit transfer

• A student shall be allowed to transfer credit up to a maximum of one third of

the taught course units provided that these are from universities recognized by the University of Nairobi Senate.

• A student shall be allowed credit transfer in a course unit which is equivalent and/or at the same level with what is offered by the University of Nairobi
• A credit transfer shall be given for unit courses passed at B grade and above.
• An applicant seeking transfer of credit shall send a formal application to the Graduate School through the Dean, School of Education justifying the request and attaching supporting documents.
• Application for credit transfer shall be processed after payment of the prescribed fee

APPLICATION LINK

The Chairman, Dept. of Educational Communication Technology and Pedagogical Studies

• Trainer of trainer
• Managers of school
• Curriculum development specialist
• Computer studies teacher
• IT consultant
• Educational media specialist
• Multimedia designer
• Web designer
• E - learning material developer
• Researchers in educational technology

Attachment opportunities

Students undertake their attachment in high  schools, teacher training colleges and other institutions where their expertise may be required

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Importance of Technology in Education

So how important is technology in education? This a question that many have asked over and over and have arrived at different answers. In the past, learning and education simply meant face-to-face lessons with lectures, reading books or printed handouts, taking notes and completing assignments generally in the form of a nswering questions or writing essays. Basically, education, learning and teaching were considered impossible without a teacher, books and chalkboards. However today, education and training have taken on a whole new meaning. Computers are an essential part of every lecture hall and lecturers are using DVDs, CD-ROMs and videos to show students how things work and operate,this means each student can learn at thier own comfortable pace. Education basically is four-fold ; Aims to be part of the curriculum, an instructional delivery system,a means of aiding instructions and also as a tool to enhance the entire learning process. With this education has gone from passive and reactive Education is both essential in corporate and academic settings. In corporate,education or training is used to help workers do things differently than they did before but in academic,education is geared towards creating curiosity in the minds of students.  Research has shown , that students severally,that students learn best when they are engaged. Through the use of technology, students can become active participants as opposed to passive ones where they simply receive instructions or information. Trust is another factor that enhances the learning ability of students. With the use of technology, teachers can establish credibility in what they are teaching. Web based tools can be used for providing demonstrations and examples that can help students establish credence in what they are learning. Technology has thus had many pros than cons especially in the education setting. Technology has allowed distance learning since several people are able to learn the same stuff despite the fact that there indifferent locations.  Technology allows group Learning since technology has helped provide distance learners with online communities, live chat rooms and bulletin boards. All these allow students to collaborate and communicate even though they are isolated in their own space. Technology allows individual pacing since Multimedia tools, on-line and CD-ROM based training have helped eliminate the need for an instructor-based lesson plans. Students who grasp concepts faster proceed and move along, without being held back by ones who need more time and help for learning.  Technology helps lower training costs and increases productivity,this is whereby technology is used to reach many students in shorter time and hence lowers training costs. Corporate and academic Institutions can also reduce their costs of delivering lessons to students on a per-student basis. Through the use of technology, students can considerably save time and increase their productivity. In conclusion,technology is a good thing but it can face some setbacks if not well implemented. Thus Tools used for disseminating information must be developed with the students in mind.  There are also factors like lack of computer/technology literacy to be considered. Schools and businesses must bear in mind that education technology is simply a tool and its success depends largely on the amount of planning that goes into it. Using education technology can be a right choice as long as all such factors are considered. Reference  Internet blogs  

iHUB Kenya announces EdTech start-ups for fellowship

•Launched in 2023, the EdTech Fellowship programme, in partnership with the Mastercard Foundation, is an acceleration programme that provides industry support.

•It also offers scalability support and funding to technology-driven education solutions that transform learning across Kenya and Africa.

iHUB Kenya has announced twelve innovative EdTechstart-ups joining the second cohort of the Mastercard Foundation EdTech Fellowship.

Launched in 2023, the EdTech Fellowship programme, in partnership with the Mastercard Foundation, is an acceleration programme that provides industry support, scalability support, and funding to technology-driven education solutions that transform learning across Kenya and Africa.

It is designed to support EdTech companies across Africa that are addressing learning challenges across K-12, tertiary education, vocational training and out-of-school learning.

This year’s call for applications to the second cohort received diverse technologies and solutions from those seeking to improve access to quality education and enhance learning outcomes through technology-driven approaches.

“We are enthusiastic about the potential of the selected start-ups to enhance the face of EdTech in the region. After the success of cohort I in 2023, we are excited about the second cohort's potential to add to better education outcomes for learners in Kenya,” said Nissi Madu, managing partner at iHUB Kenya.

The 12 Fellows selected for the 2024 Mastercard Foundation EdTech Fellowship cohort at iHUB Kenya are:

Dals Learning Limited , a digital platform providing learners access to interactive, engaging, comprehensive, and approved digital educational content covering the entire primary schoolcurriculum.

FUNDIS APP LTD which is on a mission to enhance the productivity of Africa’s artisans. Through its comprehensive digital platform, Fundis enables artisans to document their work and portfolios, get assessed and graded, access continuous upskilling, and get certified or accredited for job-matching.

Soma Siri Afrika offers an innovative educational product that combines psychology, AI, and analytics to transform learning experiences for children and youth across Africa while preparing them for success in the 21st century.

Uptyke fosters inclusivity for learners through its diverse range of accessible educational digital content for K-12 learners, designed to ensure inclusion for all.

eKitabu Studio KSL is an innovative and inclusive digital content solution that develops early-grade reading materials in Kenyan Sign Language (KSL) to help learners build communication and language skills and become literate.

Kuze.ai is an AI-enabled platform that provides learners with personalised learning experiences through its precision education infrastructure to drive accessibility, particularly in underserved areas.

Ultratude Tech Ltd (Mzizi School ERP) is bridging the gap between key educational stakeholders through a comprehensive school management system with a rich repository of digital learning content approved by KICD and accessible to parents, students, and teachers.

SomaChat Services a digital learning platform, transforming the learning experience for Kenyan students with its suite of AI-powered educational tools, accessible through WhatsApp.

NABU a digital content solution providing culturally relevant mother-tongue and curriculum-aligned learning resources, ensuring equitable access to quality educational resources for all learners.

Esoma Solutions an online learning platform that provides teachers and learners with digital learning materials to foster Foundational Literacy and Numeracy (FLN) through adaptive and personalised learning paths.

Kurasa a comprehensive and inclusive solution that enhances the teaching and learning experience in K-12 education through innovative tools that enable the delivery of competency-based education more effectively and efficiently.

Recess an innovative solution revolutionising school management through personalised educational content, fostering student engagement, and facilitating transparent communication between educators and parents.

Over the course of the Fellowship, the twelve selected start-ups will receive technical and advisory resources and mentorship, including access to courses on the science of learning and access to a global network to help scale their impact.

"Our partnership with tech hubs such as iHUB Kenya, has increased access to quality and relevant learning for Kenya’s and Africa’s underserved learners through home-grown technology-enabled solutions. The EdTech solutions by iHUB Kenya’s 2023 cohort reached 32,000 learners, and we look forward to greater impact this year,” said Joseph Nsengimana, director of the Mastercard Foundation Centre for Innovative Teaching and Learning.

By supporting start-ups that leverage technology to address the most pressing educational challenges, iHUB aims to increase access to quality, relevant, and inclusive learning for all, especially young learners in underserved communities.

iHUB Kenya, which provides advisory support in investment, marketing, learning science, and product development, has a strong track record of facilitating impact on the EdTech sector through various initiatives.

The Fellows will also receive up to $100,000 (Sh13.3 million) equity-free funding and post-programme advisory support of up to 12 months.

Department of Civil Engineering

Bachelor of Education in Technology (Civil Engineering)

The Bachelor of Education in Technology (Civil Engineering) programme is designed to expose learners to hands-on training requisite to address the current Civil Technology knowledge and skills gap in the country. The graduates from this programme are expected to be dedicated, confident competitive and resourceful. The goal is to train Premier trainers in Civil Technology, Excelling in Quality Technical Education delivery, Industrial Practice, Innovation, Research, and Technology Transfer for National Development.

• Implement the Technical and Vocational Education curriculum in Civil Technology using competence-based approaches in secondary and middle level tertiary institutions
• Carry out research in Technical and Vocational Education and Training (TVET).
• Provide leadership in Technical and Vocational Training institutions.
• To provide the education and training necessary to become entrepreneurs in the fields of Civil technology
• Equip students with relevant technical skills requisite for lifelong learning, employment in industry and institutions
• Prepare students for the rigors of post graduate studies.

The minimum admission qualifications in any University shall be: a) Undergraduate programme

C+ for Kenya Certificate of Secondary Education (KCSE) holders or its equivalent as determined by the Kenya National Examination Council (KNEC); ii) KNEC diploma or its equivalent.

Indirect Entry

(i) Higher National Diploma holders:

• A candidate, who holds a Higher National Diploma in Civil Engineering or related discipline from the Kenya National Examination Council (KNEC) or any other examining body recognized by the University Senate, shall be admitted into the Third Year of Study.
• Higher National Diploma holders without a Diploma in Education shall be required to undertake all the pedagogical courses offered in the First and Second Year of study.

(ii) Diploma holders:

• A candidate, who holds a KNEC Diploma in Civil Engineering or related discipline with a Credit or Distinction, or an equivalent Diploma from any other examining body recognized by the University Senate, shall be admitted into the Second Year of Study.
• A candidate who holds a KNEC Diploma in Civil Engineering or related discipline, or from any other examining body recognized by the University Senate, with a Pass, shall be admitted into the First Year of study.
• Diploma holders without a Diploma in Education shall be required to undertake all the pedagogical courses offered in the First Year of study.

Duration: 4 YEARS Location: Main Campus Mode of study: Full Time

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Providing inclusive and equitable quality education for every child.

The Government of Kenya has allocated significant budget to education, to implement reforms such as the Competency Based Curriculum and 100 per cent transition from primary to secondary school. However, issues such as poor-quality teaching and large class sizes still affect the quality of children's learning. The pupil-to-teacher ratio remains very high in some counties, such as 77 to 1 in Turkana. Before the COVID-19 pandemic, nationwide enrollment in primary education stood at 93 per cent, but at secondary level was only 53 per cent. Kenya has made gains in reaching remote areas and disadvantaged communities at primary and pre-primary level. In pastoral communities, high dropout rates reflect a perceived lack of value of schooling, long distances to schools and high rates of child marriage. In 2020, school closures interrupted learning for over 17 million children, who missed more than six months of formal education. They also faced increased risks of violence, child labour and to their mental well-being.

UNICEF's response

UNICEF works closely with the Government, donors and civil society to help increase enrolment, retention and learning outcomes for girls and boys in pre-primary, primary and secondary education, particularly in arid and semi-arid land (ASAL) counties and informal settlements. We focus on involving all girls and boys in education, including those with disabilities. We also concentrate on innovation, refugee education and alternative ways to provide basic education. UNICEF supports 3.2 million children across the country to access quality pre-primary education and we are strengthening integrated plans to improve early childhood development in target counties. UNICEF also supports the Government to develop, review and implement education policies, including on disaster management, water, hygiene and sanitation, and education management information systems. Alongside this, UNICEF provides support to increase access to safe water, gender sensitive sanitation facilities and hygiene education, including menstrual hygiene management in schools.

COVID-19 response

Through the Ministry of Education, UNICEF distributed 700,000 masks to schools to assist with their safe reopening. Alongside the masks, UNICEF provided solar-powered radios and textbooks to vulnerable families, to help with remote learning during school closures, and installed hand washing facilities in over 600 schools. We are also supporting the #ComeTwendeShule campaign to urge parents to send children back to school and highlight that children are safer in schools than out.

Education in numbers

Before COVID-19, primary school enrolment was 99% but at secondary level only 71%.

Over 17 million children in Kenya are recovering from up to 9 months of lost learning due to COVID-19.

During school closures, UNICEF provided 10,000 solar-powered radios with light bulbs to vulnerable households.

In early 2021, we distributed 700,000 masks for children to support school reopening.

Research and Reports

Addressing the learning crisis

Situation Analysis of Children and Women in Kenya, 2017

Ministry of Education

The Ministry of Education (MOE) formulates and implements education and training policies, standards, curricula, examinations and the granting of university charters. It is also responsible for the management of universities, tertiary educational institutions and other institutions of research and higher learning and primary schools, special education, secondary schools and special education institutions.

The Ministry derives its mandate from the Constitution of Kenya, the Statutes on education, and the Executive Order No. 1 of 2020 (Revised) on the Organization of the Government of the Republic of Kenya.....

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Samsung launches tech training program at Eastlands College of Technology

The students will be embarking on a 1 month programme following the Dual Training System. It is designed to provide technical skills but also enhance their soft skills, thereby boosting their employability. The programme promises to bridge the gap between education and the demands of the job market by offering job placements in relevant organizations upon completion. The students will be empowered to initiate startups with the idea of being self employed.