Articles: Department of Education

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Browsing Articles: Department of Education by Author "Gitonga, Pius"

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    Describing Diversity in University Enrolment in Kenya
    (2016) Gitonga, Pius; Gatere, Ruth; Mwaura, James
    The identifiable benchmarks that showcase description of ‘diversity’ in enrolment or admission for university education in Kenya were described. Universities encourage multiethnic student and staff populations purely based on merit. In achieving “a globally competitive and prosperous nation with a high quality of life by 2030” (GOK, 2007), institutional attention to meritocracy and promotion of national cohesion through diversity and unity for success is essential. The overall quality of education in the universities is affected to a larger extent by large number of students against limited resources. Diversity focuses on demographic variety of student’s social and religious background but not tribal affiliations. A systematic and brief review of available evidence was used to describe diversity of enrolment for university education in a fast growing university and higher education system. The professional practices of scientific research were adhered to as stipulated in the Declaration of Helsinki (Maltby, McGarry, William, & Day, 2010). Expansion of universities is rapid due to increasing number of students who are interested and want to pursue university education. In both public and private universities enrollment is a serious exercise for both the university and the ‘freshmen’. Literature reviewed pointed at increasing complexity of forces in university education system, dynamics and diverse enrolment options, reputation and social positioning of universities in the society, diversity as humanistic patterns were found significant. Enrollment trends and impacts showed increase in demand for university education, and the risk of decreasing quality and predictability of outputs and results. This description proposes that all human need to equivocally advocate for and ensure equitable distribution of merit and opportunity for a sustainable future in university education. There is need however to determine national diversity index for university enrollment in Kenya.
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    Indicators of Professional Competence for Sustainable National Development in Kenya
    (2016) Gitonga, Pius; Gatere, Ruth; Wakapa, Eddah
    The indicators for professional competence in university education are desirable for assessment and prediction of sustainable national development. The goal was to create an evidence based focus between Kenya’s national development strategies (educational) and the learner’s professional competence in achieving sustainable development for themselves and for their country. The indicators of the professional competence for university students were reviewed using a modified Competencies Assessment Tool (CAT) adapted from American College of Healthcare Executives (ACHE, 2014). The indicators were identified as; effective communication and relationship management, leadership skills, professionalism, knowledge of the practice environment, and business skills and knowledge. Professional competence education and training has not kept pace with these challenges, largely because of fragmented competence development strategies that produce ill-equipped graduates. young professionals, however, will develop sustainable competence if they will be empowered but not micromanaged, sponsored to serve as role models, allowed to manage their own scale of innovation, trusted without being prejudiced, and be positively challenged rather than being marginalized. We recommend that the university should: develop ethical values among all university students, encourage competence development to match theory in the university education, promote responsibility and interest among learners, decide on strategies for sustaining professional competences, and formulate tests to assess competency level for employability of all final year university students.