Received December 24, 2020; Revised December 28, 2020; Accepted December 31, 2020

Abstract: Road safety is one of the biggest challenges facing countries in Sub-Saharan Africa. Although there could be other factors leading to road crashes, literature indicates that rider training is an important aspect in motorcycle safety. This study sought to establish the levels of formal rider training among boda boda riders in Kisumu, and how it influences motorcycle safety. The study examined rider characteristics, the nature of rider training and possession of valid licenses. The study also sought to test whether there was no significant relationship between rider training and accident involvement rates among riders of boda boda motorcycles. It adopted a descriptive research design and employed cluster sampling and systematic random sampling to recruit the study participants. A sample of 70 riders were selected from a population of 10,000 riders in Kisumu. Quantitative data was analysed using both descriptive and inferential statistics while qualitative data was analysed using content analysis. The study found that formal rider training levels were low and recommended that the government, through NTSA, ensure training for riders through subsidizing the training fee. In addition, NTSA needed to come up with a standardized training manual that is implemented and audited periodically. This contributes to empirical knowledge on motorcycle safety and may contribute to targeted interventions in road safety.

Received December 14, 2020; Revised December 20; Accepted December 27, 2020

Abstract: In Gusiiland, women constitute a significant proportion of the electorates. However, since independence, no woman in Gusiiland has ever been voted to the National Parliament and the Senate despite their voting strength. A handful have been chosen to the County Assemblies of Kisii and Nyamira Counties which make up Gusiiland. This being the situation, this study sought to find out barriers to women’s ascent to political leadership in Gusiiland in post-colonial Kenya, 1963-2013. The study was anchored on Liberal Feminist Theory and a case study design was employed. Respondents were obtained through stratified, purposive and snowballing sampling techniques. They provided data through an interview guide which was supplemented with secondary sources. The trustworthiness and legitimacy of the interview guide were tested through piloting, expert and peer judgment. Analysis was done through thematic analysis. The study revealed that the main challenges to women’s ascent to political leadership during elections were patriarchy, women’s failure to vote for women contestants, domination of party leadership by men and men’s control of means of production. The study recommended that women be educated on the need to support women contestants during elections given their numerical strength.

Received December 7, 2020; Revised December 11, 2020; Accepted December 14, 2020

Abstract: Use of practical work greatly contributes to successful classroom pedagogy. Various challenges may however, hinder effective use of practical in biology instruction. Despite the challenges, there too are several benefits that accrue when biology is taught through practical activities. The purpose of this study was to find out the challenges and benefits when practical work is used during biology instruction. The study was guided by the following two objectives: To determine challenges faced by teachers when using biology practical work and two, to analyze the benefits when using practical work during biology instruction. Constructivism theory by Jerome Bruner guided the study. Saturated sampling technique was used to select all the 42 biology teachers. Data was collected by use of three instruments: Biology Teachers’ Questionnaire (BTQ), Document Analysis Guide (DAG) and the Biology Teachers’ Interview Schedule (BTIS). Quantitative and qualitative data analysis techniques were used. Quantitative data was analyzed by use of percentages while qualitative data was analyzed thematically. The challenges revealed include: inadequate resources and facilities, teachers’ inexperience, health and safety risks, lack of technical assistance and imbalanced format of examination. The study also revealed the benefits of biology practical work as: promote understanding of biological concepts, develops important skills, leads to understanding of the process of science, promotes creativity and finally encourages development of group attributes such as cooperation. The findings may be important to inform the education stakeholders and curriculum developers the challenges and benefits that are associated with biology practical work and how to mitigate these challenges.

Received September 16, 2020; Revised November 26, 2020; Accepted December 6, 2020

Abstract: Teaching strategies used in implementing the curriculum are the arranged interactions of people and materials planned and used by teachers. They include the teacher’s role, teaching styles, and instructional techniques. However in practice, most programs combine elements of both direct instruction and free play. The purpose of the study was to establish the instructional strategies used by teachers in public early childhood education centers in Kenya. The study targeted 3105 Early Child Development Education (ECDE) teachers and heads in the 775 public ECDE centers in UasinGishu County, Kenya taking 341 respondents as a sample. The paper adopted survey and descriptive design utilizing quantitative research methods. A self-administered questionnaire was administered to collect information from the respondent. The study found that the ECDE teachers were using integrated technology strategy, cooperative learning structures in their classrooms, differentiated instruction in their classroom and incorporated play activities in their instruction. ECD teachers employed goal setting, cross-curriculum teaching and class-wide peer tutoring and assessment instruction as their instructional strategies. County education office should step up their oversight on early childhood education.

Received September 30, 2020; Revised November 5, 2020; Accepted December 3, 2020

Abstract: Gender equality, which is a vital human right to both gender has become a global concern due to the unequal gender roles and responsibilities existing across world societies. The attainment of this gender equality is challenged by factors such as conflicts, climate change and disasters, migrations, displacement, discriminatory social norms, cultural norms, ineffective legal and institutional frameworks. Such factors cause gender inequalities which prevent women from rights and opportunities as well as making decision concerning their life. Men also are affected in some ways. This qualitative paper endeavored to assess the gender equality situation in Rwanda in the pre-genocide and post genocide era. The review uses content/ literature analysis to explore gender equality situation in various life domains. It is guided by the following study questions: – What is gender equality? How was gender equality in Rwanda during the pre-genocide era? How was/is gender equality in the post- genocide era? What are the current efforts to attain gender equality? What are the current gaps in attaining gender equality in Rwanda? What can be done to attain gender equality in Rwanda? The article finds that during the pre-genocide era, gender inequality existed highly because gender frameworks had not been well established. In postgenocide era, gender frameworks were established and have significantly addressed gender inequalities. In conclusion, gender inequalities exist despite tremendous efforts to reduce them. Recommendations are proposed for effective gender equality attainment in Rwanda.

Received October 30, 2020; Revised November 28, 2020; Accepted December 1, 2020

Abstract: Whilst there has been a lot of research on learners with physical, hearing and visual disabilities in Kenya, not much research has focused on learners with intellectual disabilities. The research from which this paper is drawn ventured into a relatively less researched area, namely, parental involvement in the education of learners with intellectual disabilities in Kenya. This paper presents partial findings of an in-depth phenomenological investigation into the state of parental involvement in the education of learners with intellectual disabilities in Kenya. The study was guided by Parental Involvement theory as postulated by Jane Epstein. Cluster, purposive and snowball sampling techniques were utilized to select 24 parents. Data were collected through face to face semi-structured interviews and analysed with the help of ATLAS ti software package. The findings revealed that parents of learners with intellectual disabilities provided a safe home environment, transported their children to school, managed their children’s behaviour and provided, albeit to a given extent, learning resources and subsistence. However, weighed against Jane Epstein’s components of Parental Involvement the involvement fellshort of expectations, and even more so as concerns learners with intellectual disabilities. From the findings, parents did not get involved in their children’s school activities, did not expose them to educational environments, they did not volunteer at school or provide sufficient learning resources/subsistence, they did not enlist as members of school committees and associations, and they did not engage in communication with the school to enquire about their children’s academic progress and wellbeing.

Received October 28, 2020; Revised November 15, 2020; Accepted November 15, 2020

Abstract. A university is a center of knowledge creation, and industry can be a vibrant place for innovation. This paper examines the key factors influencing university-industry collaboration (UIC) innovation catalysts in Sri Lanka. The study employed a systematic procedure based on the Grounded Theory to investigate the factors contributing to the success of UICs, and attributes for innovation capacities. The investigation was guided by the research question: what factors of UICs influence ICT innovations in Sri Lanka? A total of 41 research papers was selected from Science Direct, Scopus, and Ebscohost based on the availability of full text, and their relevance for the research question. The results of the study revealed that management directives, financial support, policies, proximity dimension, and heterogeneity are key factors for a successful UIC.

Received June 2, 2020; Revised November 11, 2020; Accepted November 12, 2020

Abstract: Physical resource management is a crucial aspect of the overall management of a school. A direct correlation exists between quality of school facilities provided and performance in National examinations. This study assessed the extent to which adherence to Policy in Maintenance of Physical Resources Impacts on KCSE Performance in Public Secondary Schools in Kiminini Sub-County. A descriptive survey design was used. The research instruments were questionnaires for the head teachers, teachers and students. An interview schedule for the Sub-County Director of Sub- County (SDE) and an observation schedule to assess the status of physical facilities in public secondary schools in Kiminini Sub-County were used. The target population comprised of head teachers, teachers and students of all the 57 public secondary schools in Kiminini Sub-County. Stratified random sampling was used to select 26.7% (15) head teachers, convenience sampling to select 60 teachers and systematic random sampling to select 300 students from the 15 secondary schools. Validity and reliability of the research instruments was determined through pilot-testing. The study found out that non-adherence to policy on maintenance of physical facilities impacts greatly performance in schools. The study concluded that for effective management of the scarce physical and material resources, participatory management through delegation and established policies are essential for ensuring that school resources are well managed to achieve school objectives. The study recommends that the government needs to monitor policies that facilitate effective and efficient management of physical and material resources. Significantly this study will guide policy enhancement on prudent management of school resources.

Received July 22, 2020; Revised October 30, 2020; Accepted November 4, 2020

Abstract: The domains of learning have been categorized as cognitive domain (knowledge), psychomotor domain (skills) and affective domain (attitudes). This categorization is best explained by the Taxonomy of Learning Domains formulated by Benjamin Bloom in 1956. The purpose of the study was to establish the extent to which the three domains of learning considered in assessing children in public early childhood education centres in Kenya. The study targeted early child development education (ECDE) teachers in Uasin-Gishu County, Kenya. A self-administered questionnaire was administered to collect information from the respondents. A sample size of 341 respondents was used for analysis representing a response rate of 94.6%. The results were analyzed using descriptive statistics and presented using tables and charts. The study findings established that the preschool teachers were aware of the three domains of learning. However, majority of them were unable to state a specific learning domain, suggesting that preschool teachers in Uasin-Gishu County governments may not be fully familiar with learning domains. Hence a continuous training and constant evaluation of ECDE teachers should be done on a regular basis using the three domains of learning.

Received October 22, 2020; Reviewed October 30, 2020; Accepted October 30, 2020

Abstract: Research in strategic planning has been awash with many perspectives on the role of strategic reasoning in the strategy process. Instead of providing the much-needed clarity on the role of strategic reasoning/thinking in the strategy process, different perspectives have resulted in divergence rather than convergence in understanding. The traditional view of strategy has advanced that,strategic planning involves analysing, setting goals and objectives, committing resources and procedures to achieve them while strategic reasoning involves selecting the best strategy to adopt in a given situation. Worse still, the two concepts are interchangeably used in strategic management texts. Contrary to traditional strategists,strategic thinking involves deciding the organization’s long-term direction while, strategic planning involves developing a blue print to get to its intended destination. Strategic reasoning is about synthesis, using intuition and creativity to develop total organizational perspective, while strategic planning analyses relationships among and between the different units/elements of the organization and develops a blue print to achieve long-term advantages. Drawing from theoretical and empirical studies, this paper attempted to establish that, strategic planning is evoked by the manager’s strategic thinking and reasoning about the organization, its growth and its market response to uncertainties. In common parlance,it is established in the paper that both rational and practical reasoning are major drivers of strategic planning.