akum Daria
Mwenge Catholic University, Education, Faculty Member
It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase... more
It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper co...
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Research Interests:
Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential... more
Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential explanatory design of the mixed method approach. Target population was 231 B. Tech graduates of the 2011, 2012 and 2013 cohorts all of which were included in the sample since they had limited numbers. Data were collected using a questionnaire and an interview guide. Reliability and validity index was calculated at between 0.8 and 0.9, an indication that the instruments were valid and reliable. The quantitative instrument was administered first and analysed, and the results used to construct the interview guide that was later conducted for explanatory purposes to validate the outcomes of the quantitative phase. The Perspective Transformation Index (PT-Index) on a scale of 1-3 was used. Responses were coded using Statistical Package for Social Sciences (...
Research Interests:
Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential... more
Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential explanatory design of the mixed method approach. Target population was 231 B. Tech graduates of the 2011, 2012 and 2013 cohorts all of which were included in the sample since they had limited numbers. Data were collected using a questionnaire and an interview guide. Reliability and validity index was calculated at between 0.8 and 0.9, an indication that the instruments were valid and reliable. The quantitative instrument was administered first and analysed, and the results used to construct the interview guide that was later conducted for explanatory purposes to validate the outcomes of the quantitative phase. The Perspective Transformation Index (PT-Index) on a scale of 1-3 was used. Responses were coded using Statistical Package for Social Sciences (...
Research Interests:
This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred... more
This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementat...
Research Interests: Sociology, Teaching and Learning, Education, Educational Technology, Teacher Education, and 13 moreAssessment, Educational Research, Learning and Teaching, Learner Centered Approach, Pedagogy, Assessment in Higher Education, Tanzanian Studies, Tanzania, Educación, Pedagogía, Pedagogia, Pedagogie, and Learner centered Education
Abstract The persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the... more
Abstract The persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the United States Agency for International Development (USAID)-funded Gender Equity through Education (GEE) programme aimed at increasing the participation of girls in education through scholarship and mentoring activities in South Sudan. Using a convergent mixed-method design and feminist critique of gender difference in education approach as the theoretical framework, the study established that the GEE programme was only partially successful. Though increased enrolment and completion of studies by female students in secondary schools and teacher training institutions was noted, the programme failed to deconstruct the prevailing gendered power relations that subordinate women and may have intuitively strengthened them. The programme sought to bring about changes in the educational milieu through modifications of policies and practices related to education access and retention rather than engage in a process leading to a seismic shift in attitudes towards gender in the society.
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Educating a girl child is an investment not only to the family, but to the whole community, and consequently to the nation. This study evaluated Education Empowerment and Life Skills for Adolescent Girls and Young Children Program dealing... more
Educating a girl child is an investment not only to the family, but to the whole community, and consequently to the nation. This study evaluated Education Empowerment and Life Skills for Adolescent Girls and Young Children Program dealing with adolescent girls and young children access to education. The Study used convergent parallel design under mixed methods approach. The study involved the following respondents: Project Manager, Program Organizers, Adolescent girls, Young Children, Teachers of Adolescent Girls and Teachers of young children. The study used four evaluation instruments. The evaluation study found the Program used different ways to ensure the target groups access education such as conducting survey, conducting seminars, and establishing study centers which led adolescent girls and young children have an opportunity to access education. To some extent the Program has achieved its objectives of providing education to both adolescent girls and Young children although t...
South Sudan is facing the challenges of transition from a liberation movement to democratic state. The protracted political civil war has increased the country’s fragility, dwindling public allocations to education and other sectors.... more
South Sudan is facing the challenges of transition from a liberation movement to democratic state. The protracted political civil war has increased the country’s fragility, dwindling public allocations to education and other sectors. Should education in fragile states wait for the return of peace? The purpose of this study was to interrogate the influence of net cost on out-of-state students’ access in South Sudan public universities. A total of 378 students were selected through random sampling procedure. Six members of the National Council for Higher Education, four university administrators, four parents and two universities were chosen through purposive sampling. The data collection instruments were questionnaires, interview guide, observation and document analysis guide, Descriptive statistics were presented in form of frequencies, percentages and tables. A one-sample t-test was used to establish whether there was a significant difference in the influence of net cost on student...
Computer aided mathematics instruction is usually incorporated into instructional resources in high schools. Its introduction in high schools in Kenya has allowed the users to perform increasing complex functions. The problem is the... more
Computer aided mathematics instruction is usually incorporated into instructional resources in high schools. Its introduction in high schools in Kenya has allowed the users to perform increasing complex functions. The problem is the mathematics instructional abilities that have not yet currently appeared within the students yet during the learning process. This research examined and identified types and the teacher's ability to use the computer-aided instructional resources used in mathematics instruction in Koibatek Sub County. The mixed embedded concurrent design was used. The quantitative method was the main method while the qualitative method becomes the secondary method. The probability and non-probability sampling techniques was used to select the respondents. Two research questions were designed to be answered and one hypothesis. The data collection tools involved concurrent qualitative and quantitative instruments which were questionnaires, interview guide and observatio...
Research Interests:
This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred... more
This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementat...
Research Interests: Sociology, Teaching and Learning, Education, Educational Technology, Teacher Education, and 13 moreAssessment, Educational Research, Learning and Teaching, Learner Centered Approach, Pedagogy, Assessment in Higher Education, Tanzanian Studies, Tanzania, Educación, Pedagogía, Pedagogia, Pedagogie, and Learner centered Education
Research Interests:
Abstract The persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the... more
Abstract The persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the United States Agency for International Development (USAID)-funded Gender Equity through Education (GEE) programme aimed at increasing the participation of girls in education through scholarship and mentoring activities in South Sudan. Using a convergent mixed-method design and feminist critique of gender difference in education approach as the theoretical framework, the study established that the GEE programme was only partially successful. Though increased enrolment and completion of studies by female students in secondary schools and teacher training institutions was noted, the programme failed to deconstruct the prevailing gendered power relations that subordinate women and may have intuitively strengthened them. The programme sought to bring about changes in the educational milieu through modifications of policies and practices related to education access and retention rather than engage in a process leading to a seismic shift in attitudes towards gender in the society.
Research Interests:
Research Interests:
Conditions of learning are critical in determining quality of education. There have been real concerns raised by stakeholders regarding the quality of education for pastoralists in public primary schools in Kajiado Central District in... more
Conditions of learning are critical in determining quality of education. There have been real concerns raised by stakeholders regarding the quality of education for pastoralists in public primary schools in Kajiado Central District in Kenya. Interventions have been put in place to address the issue of quality education. One such intervention is the Dupoto-e-Maa education project. The study investigated the extent to which the project had promoted quality educations in terms of institutional capacity in the public primary schools in Kajiado Central District. The evaluation used both cross-sectional survey and phenomenological research designs. Phenomenological research design provides in-depth information about individuals, groups or institutions as they naturally occur. This design helped generate qualitative data through information gathered from head teachers, School Management Committees (SMC), teachers, pupils, Quality Assurance and Standards Officer (QASO) and project staff. Th...