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 Country: Kenya
An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development
This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development. digital.library.unt.edu/ark:/67531/metadc331862/
Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty
The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators. digital.library.unt.edu/ark:/67531/metadc331337/
Correlates of Teachers' Expectations of Principals' Executive Professional Leadership and Five Specific Aspects of Administrative Behavior
The problem of this study was to determine what relationships exist between teachers' perceptions of principals' executive professional leadership and teachers' perceptions of principals' behavior in five aspects of administrative behavior. These administrative areas include Principals' support of teachers' authority (EPA), principals' egalitarian relationship with teachers (EPR), principals' involving teachers in decision-making processes for the school (EPI), principals' support of teachers in managerial matters (EPM), and principals' social support. Subjects for the study were grouped according to gender, length of service and level of education for descriptive purposes and to determine variations in their perceptions of the principals' administrative behaviors. Significant relationships were found to exist between teachers' perceptions of principals' EPL and EPI leadership and teachers' perceptions of principals willingness to involve them in decision—making processes for the schools (EPI). A significant negative relationship was also found to exist between the teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of the managerial support (EPM) provided by principals. A slight negative relationship was found between teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of social support (EPS) received from principals. There was a slight but insignificant positive relationship between teachers' perceptions of principals' executive professional leadership (EPL) and teachers' perceptions of egalitarian relationships (EPR) which existed between the teachers and principals. A positive but not significant relationship was also noted between teachers' perceptions of principals' leadership (EPL) and teachers* perceptions of the manner in which principals granted them professional authority (EPA). When teachers were grouped by demographic variables, two important trends in^perceptions were noted regarding principals' executive professional leadership. (a) Female teachers had a tendency to perceive principals as having lower professional leadership than did male teachers. (b) Teachers with higher educational levels perceived principals as having less professional leadership ability than teachers with relatively low educational levels. Teachers' level of experience did not appear to have any systematic significant impact on their perceptions of the principals' executive professional leadership. It was recommended that those who train principals should be aware of the need to emphasize professional administrative areas which are critical to teachers' perceptions of leadership in the schools because teachers' perceptions affect their teaching performance. digital.library.unt.edu/ark:/67531/metadc331160/
Perceptions of the Leadership Role of Deans of Students in the Public Universities of Kenya
This study concerns the leadership behavior of the deans of students in the four public universities of Kenya and their constituent colleges. Both the real and ideal versions of the Leader Behavior Description Questionnaire and the demographic questionnaire developed under the auspices of faculty advisors were used to collect data from 10 deans of students, 55 student affairs staff members, and 130 student leaders--who constituted the sample of 195 who responded from the chosen population. Data were analyzed using a series of one-way analyses of variance utilizing the f test of statistical difference. Fisher's least significant difference test, a multiple comparison procedure, was utilized to make all pairwise comparisons which were detected by the ANOVA to differ significantly from one-another among the respective mean ratings of the three groups surveyed. Twelve hypotheses were developed and tested, and the major findings included: There were significant differences among the perceptions of the deans of students, student affairs staff members, and student leaders regarding the real and ideal leadership behavior of the deans of students concerning initiating structure and consideration--the two leadership dimensions surveyed on the questionnaire. digital.library.unt.edu/ark:/67531/metadc277778/
Our Planet, Volume 14, Number 1 : Freshwater
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to water consumption. digital.library.unt.edu/ark:/67531/metadc28514/
Our Planet, Volume 14, Number 3 : Energy
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to energy. digital.library.unt.edu/ark:/67531/metadc28515/
Tunza: The UNEP Magazine for Youth, Volume 2, Number 1, 2004
Tunza is a magazine published by the UN Environment Programme about environmental issues from a youth perspective. This issue is about the relationship between international sports and the environment. digital.library.unt.edu/ark:/67531/metadc28546/
Women and the Environment
This publication focuses on the gender-related aspects of land, water, and biodiversity conservation and management. digital.library.unt.edu/ark:/67531/metadc28580/
Our Planet, Volume 17, Number 1 : Deserts and Drylands
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to desertification. digital.library.unt.edu/ark:/67531/metadc28523/
Tunza: The UNEP Magazine for Youth, Volume 4, Number 1, 2006
Tunza is a magazine published by the UN Environment Programme about environmental issues from a youth perspective. This issue is about deserts and arid ecosystems. digital.library.unt.edu/ark:/67531/metadc28553/
Our Planet, Special Edition : Agriculture, and Economic Development
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to agriculture, particularly in developing countries. Traditional methods of agricultural intensification can degrade sanitation and public health, while increasing carbon emissions. digital.library.unt.edu/ark:/67531/metadc28525/
Our Planet, Volume 17, Number 2 : Climate Change and Economic Development
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to environmental factors in the Caribbean Sea, and international policies and agreements between Caribbean nations to mitigate and manage common problems. digital.library.unt.edu/ark:/67531/metadc28522/
Africa: Atlas of Our Changing Environment
This comprehensive atlas provides data, satellite imagery, and analysis of the environmental conditions and issues relevant to each African country, and several surrounding island nations. The atlas also covers trans-border international issues in Africa. digital.library.unt.edu/ark:/67531/metadc28500/
Tunza: The UNEP Magazine for Youth, Volume 6, Number 2, 2008
Tunza is a UNEP magazine for and by young people. This issue is devoted to sustainable food production and consumption. digital.library.unt.edu/ark:/67531/metadc28562/
Our Planet : Living Legacy - The future of forests
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to forestry, deforestation, and the sustainable use of forest products. digital.library.unt.edu/ark:/67531/metadc28532/
Our Planet : Renewable Energy - Generating power, jobs and development
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted the use of renewable energy in climate strategy and economic growth. digital.library.unt.edu/ark:/67531/metadc28531/
UNEP Year Book 2009: New Science in Our Changing Environment
This publication provides an overview of global and regional environmental issues policy decisions during 2009. digital.library.unt.edu/ark:/67531/metadc28578/
Our Planet : Green Economy - The New Big Deal
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to so called "Green Economy" measures such as large public transportation plans, tree planting programs, and government policies that provide incentives for improving energy efficiency. digital.library.unt.edu/ark:/67531/metadc28535/
Africa Adaptation Programme: An insight into AAP and Country project Profiles
The Africa Adaptation Programme (AAP) has been designed to support the long-term efforts of targeted countries to further develop their capability to successfully identify, design and implement holistic adaptation and disaster risk reduction programmes that are aligned with national development priorities. This report provides insight into the Africa Adaptation Programme (AAP) and its related country project profiles. The AAP has shifted into implementation, with Namibia and Tunisia as the first countries to complete national inception workshops. Eighteen out of the total twenty programme countries will complete national inception processes and start full-fledged implementation in the coming months. digital.library.unt.edu/ark:/67531/metadc28571/
Tunza: The UNEP Magazine for Youth, Volume 7, Number 4, 2010
Tunza is a UNEP magazine for and by young people. This issue is devoted to the Copenhagen Summit, the Vancouver Olympics, and indigenous peoples from arctic regions. digital.library.unt.edu/ark:/67531/metadc28568/
Our Planet : Green Economy - Making it work
Our Planet is a periodical magazine published by the United Nations Environment Programme. This issue is devoted to programs in several countries that are investing in a "green economy" in order to ensure the efficient and sustainable use of natural resources. digital.library.unt.edu/ark:/67531/metadc28538/
Clearing the Waters: A focus on water quality solutions
This report discusses global water issues and offers a variety of proposals for countering the degradation of freshwater ecosystems for the benefit of public health and the environment. digital.library.unt.edu/ark:/67531/metadc28582/