https://kerd.ku.ac.ke/handle/123456789/40 2026-08-01T16:44:48Z 2026-08-01T16:44:48Z Mugo, Susan Wanjiku https://kerd.ku.ac.ke/handle/123456789/1695 2020-07-08T10:05:05Z 2016-01-01T00:00:00Z

Success Factors for Implementation of ICT in Educational Institutions in Kenya Mugo, Susan Wanjiku The study consists of a literature review of strategies used in the implementation of ICT in the Education sector in Kenya. Management of public schools including allocation of resources and acquisition of infrastructure falls within the mandate of the Director of Education. In private schools, educators lack forums from which they can review guidelines on implementation of ICT in Education. In order to achieve a coordinated approach to implementation of ICT in Education a systematic change management approach needs to be adopted at the national, county and institutional level. This research study provides an overview of the requirements for successful implementation of ICT in Education in order to facilitate planning at the national, county and institutional level. An Article Published in BEST: International Journal of Humanities, Arts,

2016-01-01T00:00:00Z Tanui, Edward K Wanjira, Lucy Ndegwa https://kerd.ku.ac.ke/handle/123456789/1590 2020-07-06T08:16:18Z 2016-01-01T00:00:00Z

Digital Migration: E-Learning and Primary School Teacher Nightmare in Kenya Tanui, Edward K; Wanjira, Lucy Ndegwa Education is a fundamental right for all children. Cognitive, affective and psychomotor skill acquisition in learners has to be achieved at all costs. Conventional methods have been used in classes since time immemorial but with partial success. E-learning is a new orientation that is reported to have great potential to improve teaching and learning in primary and secondary schools. The pedagogic rationale for the implementation of ICT in learning in schools is something that needs to be hastened for the 21st century teacher. Provision of laptops to the more than 20,000 primary schools in Kenya was a step towards digital migration in education from analogue system of teaching and learning to digital approach. How the teacher interacts with electronic media is of paramount importance. The need for teachers to migrate from analogue to digital e-learning here referred to as digital migration in education is a challenge that needs to be explained. Descriptive survey research design was used for the study. The population for the study included, teachers and pupils. The study used questionnaires and informal interviews to collect data. Data analysis was done using descriptive statistics. The study found that teachers face a dilemma on which way to go as regards adopting e-learning. Their dilemma is compounded by factors beyond them. Politics and economics become bigger players. One is saying yes and the other says no, scarce resources are the problem. Provision of resources to be used is external to the teacher especially the primary school teacher. The laptop project is a step towards digital migration but the dilemma is how, when and with what to use to migrate. There is need to find ways to overcome the dilemma which brings is a nightmare to the teachers whether migration will mean early retirement or redundancy. The study recommends the conversion of the soul of the teachers both material and spiritually so that the digital migration can take place smoothly. An Article Published in Africa Journal of Technical &Vocational Education & Training

2016-01-01T00:00:00Z Ayere, Mildred, A. Odera, Florence, Y. https://kerd.ku.ac.ke/handle/123456789/1532 2020-07-03T08:47:31Z 2010-01-01T00:00:00Z

Evaluation of the Extent of Achievement of the Objectives of NEPAD Schools’ ICT Project in Kenya Ayere, Mildred, A.; Odera, Florence, Y. The New Partnership for Africa Development (NEPAD) is a combination Project of the United Nations and World Bank aimed at developing an integrated socio-economic framework for Africa’s renewal. Its three main areas of operation included economics, educational and social dimensions. NEPAD’s aim was to have Africans develop homegrown solutions to the continents problems of poverty, illiteracy and disease. The infrastructure, especially Information and Communication Technology (ICT) were identified as a key priority action area in order to promote useful conditions for Education on Sustainable Development (ESD). To fulfill the continents ICT objective, NEPAD e-Africa Commission was tasked to develop and implement the NEPAD ICT program. This article reports the results of a study that examined the implementation of ICT application in NEPADs’ Project Schools and Non-NEPAD schools in Kenya. The purpose of the study was to find out the input of ICT in NEPAD and Non-NEPAD schools. The study used a combination of descriptive survey and ex-post factor design to compare areas of ICT application. The study population consisted of 1600 form four students, 12 principals, 12 head of departments, 12 computer teachers, 7 education officers and 2 NEPAD officers. The sampling unit was the school and the actual sample included 570 form four students, 12 principals, 12 head of computer departments, 12 teachers and 2 KIE officers, Ministry of education official, and Ministry of education official and NEPAD representative. Data collection instrument was the questionnaire, interviews, and check list. Analysis of data was done using both descriptive and inferential statistic and the results that there was significance in ICT application areas. The study suggested further research on the state of other implementation of ICT in NEPAD schools. An Article Published in Malaysian Journal of Distance Education

2010-01-01T00:00:00Z Muinde, Samuel Mutisya Mbataru, Patrick https://kerd.ku.ac.ke/handle/123456789/1424 2020-06-30T09:17:59Z 2019-01-01T00:00:00Z

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County Muinde, Samuel Mutisya; Mbataru, Patrick In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County. An Article Published in International Academic Journal of Law and Society

2019-01-01T00:00:00Z