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 slowed progress toward inclusive development. Anchored in the Sustainable Development Goals poverty re-duction (SDG 1), decent work and economic growth (SDG 8), and innovation and infrastructure (SDG 9) the research investigates how localized financial innovations can enhance resilience and opportunity. A mixed methods design was employed. Surveys were conducted with 200 entrepreneurs, alongside 20 interviews with community financial leaders, and a review of six technology-enabled finance initiatives. Qualitative data were analyzed thematically using NVivo, while quantitative results were processed in SPSS to identify trends and patterns. The findings show that mobile-accessible platforms remain the most preferred financing option in Western Kenya, especially those that do not rely on collateral. Nonetheless, persistent challenges include low trust in formal financial institutions and limited digital literacy. The study concludes that localized FinTech solutions—such as digital savings groups, USSD-based microfinance systems, and credit-scoring innovations hold significant potential for promoting inclusion and resilience in the region. It recommends stronger public–private collaboration, targeted digital literacy programs, and the creation of county-level FinTech hubs to scale innovation, strengthen entrepreneurship, and align community finance with sustainable development goals.

Wilkins Ndege Muhingi – Jomo Kenyatta University of Agriculture and Technology

Email: ngangaa548@gmail.com

Abstract: This rapid review examines gendered dimensions of public participation and inclusion in Kenya’s National Assembly, focusing on how women’s voices influence and are represented in legislative processes. The study systematically reviews peer-reviewed and grey literature published between 2010 and 2025, drawing from legal, policy, and gender studies databases. Guided by feminist institutionalism and participatory governance theory, the review identifies persistent gender disparities in parliamentary consultations, committee hearings, and citizen engagement mechanisms. Findings reveal that despite constitutional provisions promoting gender equity, women’s participation remains largely symbolic, constrained by patriarchal norms, limited access to information, and socio-political exclusion. However, emerging participatory innovations, such as digital forums and gender-responsive public hearings, hold potential to enhance inclusivity. The review concludes that meaningful gender inclusion requires structural reforms, capacity-building, and accountability mechanisms within parliamentary processes. These insights inform ongoing debates on democratic governance, gender equality, and inclusive lawmaking in Kenya and similar contexts.

Abstract: One of university administrators’ key mandates is to close the gap between guiding standards and the practice of quality assurance. This study explored teacher trainees’ perceptions of administrators’ application of guiding standards during quality assurance practice in selected teacher training universities in Mozambique. Descriptive survey design, which has ability to collect precise opinions on targeted phenomena was used. The target population was students in fourth year in government teacher training universities in Mozambique. Permission for the study was obtained from the Ministry of Higher Education and Technology. Confidentiality was assured. All information would be used for research purposes. For validity, expert opinion was sought from the researcher’s supervisors. Reliability was ensured at 0.93 using Cronbach Alpha Coefficient. Data was collected from 242 randomly sampled fourth year teacher trainees using questionnaires. Data was analyzed using SPSS version 29. Descriptive statistics were mainly used to analyze data. Findings showed that Administrators excelled in marketing developmental aspirations and in international cooperation. The study however showed the need to scale up on ensuring visibility of standard guidelines, peer assessment and marrying of theory and practice among others. These had heterogeneous standard deviations of 1.54; 2.19; 2.14 respectively. Key recommendations included: ensuring visibility of universities’ standard declarations and the sourcing of more resources to ease the process of marrying theory with practice during teacher training. Also, that universities be well resourced in order to be more inclusive of disabled teacher trainees. Further, studies are required to explore practical acceptable ways of promoting peer assessment.

Abstract: Higher Education institutions are considered the epitome of Knowledge where solutions for the Country’s problems are generated and where inventions, innovations and new ideas are gotten through research. With the coming of covid-19, it is evident that there is a surge of uncertainties pervading all areas of higher learning institutions. This touches on modes of learning, unpredictable financial conditions, student welfare and challenged enrollment. This literature review aimed to find out challenges catalyzing inclusion and access to education in Higher education institutions in Kenya. It further focused on suggested remedies in line with catalyzing change for inclusion and access to higher education during the Covid-19 era. After applying the concept map to the data from the selected studies, five challenges associated with influencing inclusion and access to higher education were identified: Technology, student/learner, Instructor, Financial and Curriculum design. The study revealed that higher institutions are shifting to remote access (virtual platforms), are more inclusive and more accessible to more student population despite being challenged with limitation of resources, uncertainty in enrollment, issues of advising and counseling students, inexperience of staff on the use of learning management systems and unpredictable financial conditions.The study offers suggestions on making education more inclusive and accessible in terms of recognition of interdependence of institutions in public space, awareness of complexity of teachers’ work and community lead learning, digital connectivity and online platform, access to information, affordable internet, reliable connectivity and other ways of protecting the School social space as education is transformed.

Abstract: Since the inclusion of Learning Disabilities (LD) as a category of learners with special needs, concerns have occurred over main issues such as appropriate definition, identification procedure and appropriate intervention mechanisms. Thus, in such concerns, pandemics such as COVID-19 have disproportionate impact on these learners who are already socially and academically disadvantaged. The purpose of this paper is to review relevant literature on issues and challenges surrounding learners with LD. The study ought to analyse the concept of LD as documented, analyse educational intervention mechanisms during pandemics in relation to LD and propose intervention strategies that will enhance their leaning. Integrative literature review methodology was used to systematically evaluate database, publications and internet sources to examine the emerging issues in the education of learners with LD. Literature on pandemic impacts on education was then analyzed and the relationship between the two established. The focus of the study was on low income countries: COVID-19 has revealed gaping inequities in global education with low income countries experiencing a learning crises and a deepened gap for marginalized groups, minorities and those with disabilities. The findings indicate that measures taken during pandemics such as online and distance learning do not put into consideration learners with LD who require adapted and individualized learning programs. The authors therefore identify the need for inclusive education measures at such times. They call for adapted education programs, blended approaches and support systems to ensure fairness and equity for all learners.

Abstract: Despite the great role played by education in creating knowledge, developing skills and attitudes among people, little climate change and mitigation content exists in taught curricula in most developing countries. There has been a lot of discussion surrounding education and climate change in schools. This comprehensive corpus study used Content Analysis technique to assess the extent to which Africa has taken up the inclusion and or integration of climate change in its curricular. The researchers used this corpus study as a comparative assessment of how countries in East Africa, West Africa, Central Africa and Southern Africa have included climate change in their curricular and the efforts these regions have done to adopt strategies and policies in their education systems. The study found out that climate change is an emerging challenge for most African countries, education is a key player in awareness and mitigation of climate change in developing countries of Arica, secondary schools in developing African countries have climate change integration in their curricular at very minimum levels and that the greatest challenges the countries face are those of funding and teacher empowerment and efficacy in the area of climate change. It is recommended that African countries integrate climate change across their curricular as a way of bringing awareness and mitigating its impact on the planet.