J. Too’s scientific contributions

The main objective of this study was to establish the criteria used by teachers in the selection of learning resources for language instruction in Secondary Schools in Kenya. The study was carried out in Secondary Schools in Uasin-Gishu County in Kenya. This research adopted descriptive survey design. Stratified random sampling was used to select one hundred and sixty eight secondary school teachers to take part in the study. Descriptive statistics were used to analyze data, which was presented in tables, describing the findings through frequencies and percentages, inferences were then made from the same. The findings showed that when selecting learning resources for use in language instruction, teachers were guided mostly by the lesson objectives; level of syllabus coverage; age of pupils, and topic of study.

The 1st Biennial Conference on the State of Higher Education in Kenya was successfully held from 22nd to 25th August 2016 at Kenyatta University. The conference which was organized jointly by the Commission for University Education, Universities, Government agencies and ministries, industry players as well as regional and international partners and other key players in the higher education sector, brought together over 600 local and international delegates as well as renowned scholars, researchers, industrialists, technocrats and professionals to reflect and rethink on effective practices in the university sector, with a view of building a world class and globally competitive university education system.

In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers' is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.

The Commission for University Education considers research and training as a critical component of higher education in Kenya as the country readies herself transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. Research is a core activity of universities, and central to post-graduate training. Research output forms the basis for the realisation of national development goals. Universities should strive to increase their research grant portfolios by attracting increased funding from Government, the private sector, development partners and international organizations. These grants will support the generation of new knowledge, as well as meet part of recurrent expenditure, support facilities development, equipment purchase, and staff development. Research funding flows to research areas that are relevant to and support the realisation of national development goals. Universities should therefore strive to align their research agendas to national priorities, and play their part in national development. The Vision 2030 is anchored on three pillars, each with key focus areas that form part of the nation’s development agenda. The Social pillar focuses on Education and training among the six others. This report on the status of university Post graduate training provides a framework which will guide the sector. The University sub-sector has a strong component of Research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya.

University Statistics Report presents the first ever-comprehensive university data covering the following key thematic areas: Academic programmes, student enrolment, staffing, graduation trends and finance. This is in line with the specific function of the Commission for University Education stipulated in Section 5 (1) of the Universities Act, 2012 which mandates the Commission to collect, disseminate and maintain data on university education. The Act has also empowered the Commission to regulate private universities. Their data is also contained in this report. Data collected is current, accurate and disaggregated to capture as many variables as possible from the university sector. The dynamics of gender, programme diversification, training, staff-student ratio and financing have all been documented in this report. The report will lay a strong foundation for annual data collection from universities. This will form a rich silo of data; thus empowering the national statistical base with timely and reliable data. Policies and projections will, therefore, be made based on tangible up-to-date data. There will also be greater efficiency in the implementation of projects and realization of targets. In a world that is increasingly managed by information and driven by technology, data is the vital ingredient that makes it sustainable. This report will be handy to the policy makers in State Departments, Private sector, NGOs, Development Partners and any other interest groups who may want to partner with the university sector in matters of training and research. The Commission has put in place a framework for assuring the quality of research and data collection in the university sector. In doing this, the Commission is propelled by ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values.

The Commission for University Education considers research as a critical component of higher education and training in Kenya as the country aims to seamlessly transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. To help us actualize this, the Commission needs to take lead in providing policy guidelines in training and research activities in the education sub-sector. The policy has identified key thematic areas on which universities are expected to address. These include: institutional policies and regulations; admission of postgraduate students; the learning environment; institutional support systems; and funding. In coming up with this policy, the Commission is propelled by the ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. These ideals are only realizable within a framework of a researching and learning institution that is continuously improving its services and outputs. The University sub-sector has a strong component of research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya. Through high impact research the country will be able to achieve its goals and objectives and transform the economy into the much desired knowledge-based economy.