Chief Editor
Jennifer Wanjiku Khamasi, PhD. EBS,
Professor, Department of Technology Education,
Dedan Kimathi University of Technology
Prof. Jennifer Wanjiku Khamasi, PhD, EBS
Chief Editor
In 2015, the United Nations adopted 17 goals which are commonly referred to as sustainable development goals; and called on governments to steer national development along the provided framework. The goals address the need to end poverty, protect the planet as well as ensure that the populace enjoy peace and prosperity by 2030. The goals are interconnected and therefore activities in one goal will impact on another. Goal 3 and 4 are relevant to this Volume 14. They address good health and wellbeing (Goal 3), and quality education (Goal 4). This volume has four papers, two address issues of quality education and the other two speak to Covid-19 related issues. In his paper, Peek Tek Ng (2015) reminds us that “Quality education is delivered by good teachers, enabled by good teaching and learning processes and facilitated by a conducive learning environment”. The same measures of quality can be said of tertiary education sector; and conducive learning environment includes good health and wellbeing of the players.
Chapter 1 and 2 touch on factors that impact on quality of education. Chapter 1 is by Joab Namai Obuchere, and is entitled ‘Investigation of the Supervisory practices used by head teachers in managing teachers’ work performance’. The paper is based on a mixed method study that was informed by McGregor’s theory X and theory Y. Obuchere concluded that instructional supervision by head teachers enhanced teacher’s work performance, and he recommends supervisor-based training to enhance head teachers’ supervisory roles. Chapter two addresses governance and leadership in higher education in Kenya. The authors, Lelei Kiboiy and Mary G. Wosyanju argue that power struggles and national politics seep into the universities and negatively impact on the leadership.
Globally, the impact of Covid-19 in the education sector exposed in unprecedented ways inequalities between learning institutions and inequalities in communities. In Chapter 3, Zeddy Cheruiyot reports that Covid-19 containment measures had some positive impact on learners despite the unprecedented challenges observed at the household level; such as lack of conducive learning environment, lack of access to electricity and internet connectivity, and lack of internet enabled digital tools. She highlights the fact that learners had adequate time with guardians, and a critical mass got access to technology learning platforms despite the reported challenges. The last chapter is by Joyce Lugulu and Benard Oduor. Using mixed method cross-sectional descriptive design, they explored medical students’ adherence to Covid-19 guidelines with a focus on social and cognitive determinants of non-compliance. The findings point to the fact that knowledge is not sufficient to motivate behavior change and compliance with Covid-19 measures. They argue that for one to adopt healthy behavior practices, he/she needs to adapt to a continuous process of learning, unlearning and relearning, and with a focus on non-knowledge factors that promote behavior change and compliance.
In summary, this Volume comes at a time when the world is intensifying the focus on the sustainable development goals; and the four papers should serve as a reminder that quality education and good health and wellbeing are connected. Thus lack of good leadership in a number of universities in Kenya as pointed out in Chapter 2 denies learners in the institutions in question quality education. Conversely, the recommendations given in Chapter 2 are critical to provision of quality basic education in Kenya. Lastly, as educators continue to mitigate against the challenges brought about by Covid-19 pandemic, it is important to sustain the gains made such as acceptance of virtual teaching and learning approaches; and demonstrated creativity in the usage of handheld digital tools by learners.
References
- Pak Tee Ng (2015). What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore. Educational Assessment Evaluation and Accountability 27(4), DOI:10.1007/s11092-015-9223-8.
- United Nations Development Programme (2022). What are Sustainable Development Goals? https://www.undp.org/sustainable-development-goals, Accessed on 25th October, 2022
Available online: September -December 2022
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2022 Kenya Association of Educational Administration and Management. ALL RIGHTS RESERVED
Zeddy Cheruiyot
Abstract
After the first COVID-19 case was reported in Kenya on 12th March 2020, the government suspended learning for six months. The news was not only disturbing but devastating to all the education stakeholders as life mattered more than anything else. The containment period provided a unique platform for the parents to interact with learners. The period was characterized by a myriad of challenges such as prolonged closure of institutions, increased dropouts due to early pregnancies, child marriages, and some engaging in drugs and substance abuse. Be that as it may, there were several positive impacts on the learner. During this period, learners had adequate time with their guardians which added value to the containment period. Constructivism theory of learning states that learners are not passive recipients of information, but actively construct their knowledge through interaction with the environment as they recognize their mental structures. During this period, learners’ characters were positively moulded. They learned 21st-century skills of communication and collaboration with others through technology. Social and emotional skills were nurtured through digital platforms. Some learners revealed hidden talents such as singing, and poem recitation. Besides learning meta-cognitive skills for their mindset growth, learners engaged in farming with their parents as well as in family business enterprises.
Keywords: Containment period, 21st-century skills, meta-cognitive skills
Corresponding author: Zeddy Cheruiyot, Principal St. Mary’s Sosio Girls.
To cite this article: Zeddy Cheruiyot (2022) Acquisition of Non-Academic skills during the COVID-19 Containment Period, Journal of African Studies in Educational Management and Leadership Vol:14 p 47-60
Full VersionJoyce Lugulu and Benard Oduor
Abstract
The coronavirus disease-2019 (COVID-19) emerged in China in late 2019. The World Health Organization recommended several general non-pharmaceutical containment measures to check its rapid spread. The effectiveness of these measures depends on population behavior change. Despite evidence that COVID-19 containment measures significantly slow down infection and mortality rates and reduce pressure on healthcare services, there is an indication that a significant proportion of the population intentionally refuses to comply with these measures. This study explored medical students’ adherence to COVID-19 guidelines with a focus on social and cognitive determinants of non-compliance. The study employed a mixed method cross-sectional descriptive design and a sample size of thirty (30) purposively sampled respondents. Data was collected using self-reported questionnaires and Focus Groups and analyzed using descriptive statistics. Although participants were well informed regarding COVID-19 risks and preventive measures, there was no statistically significant correlation between adherence and knowledge about COVID-19. There was, however, a significant statistical correlation between non-compliance and social influence, perceived disease susceptibility and perceived benefits of compliance with COVID-19 containment measures. These findings suggest that there is a need for public health professionals and educators to re-imagine the present approach to healthcare promotion and education which is presently based on the possibly misguided premise that knowledge is sufficient to motivate behavior change and compliance with COVID-19 measures. Transforming health behavior will require a particular focus on non-knowledge factors including social influences which affect health behavior and compliance with disease containment measures.
Keywords: Educated, Unlearning, Relearning, COVID-19
Corresponding author: Joyce Lugulu, School of Medicine, College of Health Sciences, Moi University.
To cite this article: Joyce Lugulu and Benard Oduor (2022).Intentional Non-compliance with COVID-19 Containment Measures Among Medical Students in Tertiary Learning Institutions in Kenya: Challenges and Reflections, Journal of African Studies in Educational Management and Leadership Vol:14 p 58-76
Kiboiy, K.L and Wosyanju M. G.
Abstract
Higher education in Kenya has witnessed a plethora of challenges ranging from unplanned growth, unrest, and reports of corruption, often leading to doubts about the ability of these institutions to deliver on their mandates. This paper sought to establish whether the existing set up of higher education and its leadership at the university are adequately structured and prepared to withstand the demands of a dynamic social, political and economic environment. We analysed literature on higher education and identified themes of critical issues. The findings indicate that while adequate provisions outline a clear management structure, international, national and local dynamics impinge on the policy process to render the leadership more or less unable to control some critical policies that impact higher education. This is particularly on matters of funding. Power struggles and national politics cascade to the university level, impacting negatively on leadership. Both institutional and academic autonomy is compromised while negative ethnicity, poor management of resources and corruption as well as an emphasis on academic qualification vis a vis technical competence in critical leadership positions such as those on resource management continue to adversely affect the delivery of services.
Keywords: Leadership, Governance, Higher Education, Power, Management, Resources
Corresponding author: Kiboiy, K.L. Student Affairs Department, University of Eldoret.
To cite this article: Kiboiy, K.L and Wosyanju M. G. (2022). Governance and Leadership in Higher Education: Contemporary Issues and Challenges, Journal of African Studies in Educational Management and Leadership Vol:14 p 28-46