Author: JRIIE
Quality Assurance Practices Influence on Implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County

Quality Assurance Practices Influence on Implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County

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Samuel Kimathi Mutuerandu, Mary Mugwe Chui & Ruth Wangui ThinguriSchool of EducationMount Kenya Universityhttps://orcid.org/0009-0007-9789-8222https://orcid.org/0000-0003-1493-8676Email: phd201462472@mylife.mku.ac.ke Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive…

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Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

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Haule Grasia & Milka V. M. OtienoSt John’s University of Tanzania, DodomaEmail: grasiahaule5@gmail.com Abstract: This study aimed to examine teachers’ perceptions of in-service training in primary schools in Dodoma City. It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education. A qualitative case study design was employed, using in-depth interviews,…

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Trained but Unemployed: Rethinking Nursing Education, Labour Markets, and Health Workforce Planning in Sub- Saharan Africa

Trained but Unemployed: Rethinking Nursing Education, Labour Markets, and Health Workforce Planning in Sub- Saharan Africa

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Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera & Kaaya SirajeKabale University, P.O. Box 317, Kabale, UgandaORCID: https://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Sub-Saharan Africa (SSA) continues to experience critical shortages and maldistribution of health workers, yet many newly qualified nurses and midwives remain unemployed or underemployed after training. This narrative review (1978–2025) synthesises policy and empirical literature to…

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Improving Senior Five Students’ Learning of Trigonometry Using Microsoft Excel in Schools of Rwamagana District, Rwanda

Improving Senior Five Students’ Learning of Trigonometry Using Microsoft Excel in Schools of Rwamagana District, Rwanda

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Jean Bosco Turatsinze & Benjamin BizimanaAfrican Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)University of Rwanda-College of Education (UR-CE)Email: turajeanb@gmail.com Abstract: In Rwamagana District, Rwanda, students’ performance in trigonometry is extremely poor, this is to a great extent attributed to the use of conventional teaching methods. The purpose of this study…

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Community Participation in Targeting Elderly Beneficiaries of Cash Transfer Programmes in Konoin Sub-County, Kenya

Community Participation in Targeting Elderly Beneficiaries of Cash Transfer Programmes in Konoin Sub-County, Kenya

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Sheila Sempeyo, Peter Gutwa Oino & Anne ChepkiruiSchool of Arts and Social SciencesDepartment of Sociology, Gender and Development StudiesKisii UniversityEmail: sheilasempeyo@gmail.com Abstract: This study examined the role of community participation in the identification and targeting of elderly beneficiaries under the Older Persons Cash Transfer (OPCT) programme in Konoin Sub-County, Bomet County, Kenya. Guided by Participatory…

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The Tension Between AI-Driven Knowledge Building and Critical Thinking among College Students in Tanzania

The Tension Between AI-Driven Knowledge Building and Critical Thinking among College Students in Tanzania

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Leonard NyanziraDepartment of Management StudiesTanzania Institute of Accountancy (TIA), Mwanza Campus, TanzaniaCorresponding email: leonardnyanzira@gmail.comORCiD ID – https://orcid.org/0000-0002-7247-8893 Abstract: This study investigates the dual role of generative AI (GAI) tools in higher education, focusing on the tension between knowledge construction and critical thinking. A survey was administered to students in higher learning institutions in Mwanza and…

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Community-Driven FinTech Models for Sustainable Development in Western Kenya

Community-Driven FinTech Models for Sustainable Development in Western Kenya

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William Wanyonyi WamalwaMasinde Muliro University of Science and TechnologyEmail: williamwamalwa1978@gmail.com Abstract: This study explores the contribution of community-driven financial technology (Fin- Tech) models to sustainable development in Western Kenya, a region where rural entrepreneurs face persistent barriers to financial access. Weak infrastructure, limited credit opportunities, and low digital literacy have restricted growth, deepened inequality, and…

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Why Competency-Based Curriculum Reforms Struggle: The Role of Teacher Commitment in Secondary Schools in Sub-Saharan Africa

Why Competency-Based Curriculum Reforms Struggle: The Role of Teacher Commitment in Secondary Schools in Sub-Saharan Africa

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Luben Elia Mugarura, Denis Sekiwu, Fredrick Ssempala, Athanansio BashaijaKabale University, Ugandahttps://orcid.org/0009-0008-9525-0366Email: lubenelia@gmail.com Abstract: Competency-based curriculum (CBC) reforms have been widely adopted to equip learners with skills for labour market demands. In Sub-Saharan Africa (SSA), CBC reforms have been implemented for nearly three decades; however, evidence indicates limited translation of policy intentions into sustained classroom practice.…

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Influence of Safety of Physical Infrastructure and Financial Resources on Safety Standards Implementation in Public Secondary Schools in Kipkelion Sub-County, Kericho, Kenya

Influence of Safety of Physical Infrastructure and Financial Resources on Safety Standards Implementation in Public Secondary Schools in Kipkelion Sub-County, Kericho, Kenya

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Beatrice Omwoyo, George Ngwacho Areba & Eliud NyakundiDepartment of Education Administration, Planning and Economics, Kisii UniversityEmail: omwoyo.beatrice@yahoo.com Abstract: Unsafe learning environments negatively influence students’ performance and overall school functioning. Despite the existence of school safety standards in Kenya, cases of unsafe learning conditions continue to rise, signaling gaps in policy implementation. Guided by Systems Theory,…

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