The beginning of information technology has led to a burst of data in every sector of operation. Handling huge volume of data to mine useful information to support decision making is one of the current sources of competitive advantage for organizations. However, preceding research literature on predictive analytics has attributed a lack of direct causal influence on predictive analytics in a manner that support Supply Chain Management in utility companies’ performance. This is as a result of huge data posing great challenges to practitioners when incorporating it into their complex decision making which adds business value. The purpose of this study was to introduce predictive analytics in supply chain management framework that enhances decision making in Kenya Power and lighting Company in Kenya. The study was guided by the following research objectives; to assess the existing predictive analytics in Supply Chain Management, to analyse existing supply chain management systems in utility companies in Kenya and to develop an integrated predictive analytics framework for big data in supply chain management for decision making in Kenya Power and lighting Company in Kenya. This research employed the Design Science research design because one of the key outcomes of the research was framework development. The study was carried out in Kenya Power & Lighting Company in Western Region in the republic of Kenya. The target population was 10 regional finance officers, 10 regional procurement officers, 47 county stores in-charges, 47 county project supervisors and 47 county business managers totalling to 161 as the sample size. The main tools for data collection were questionnaires, interview schedules and documentary review.
Governments in Sub-Saharan Africa allocate between 5% and 25% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic development (World Bank, 2005). It is clear that these large expenditures are sub-optimal and provide less than the expected return. This situation has been felt more acutely with the introduction of free primary education (FPE). Despite the high enrolment in FPE in urban areas, the response from pastoral communities has been rather lukewarm.The general objective of the study was to investigate the challenges faced in implementing Free Primary Education policy among pastoralists in Kenya. Consequently, the rationale of this study lies in need to evaluate the impact of an educational policy and find out how its implementation responds to challenges in provision of access to Primary Schooling. The study adopted ethnographic research design that utilised purposive sampling technique and saturation procedure to select a total of 170 respondents that included head teachers, teachers, parents, school dropouts, educational managers, community leaders, and Non Governmental Organizations. Purposive sampling was used to select individuals, groups and organizations that would provide insight into the study. Data was collected using focus group interviews, structured and unstructured interviews, observation, and document analysis. Subsequently, data was collected by use of questionnaire that was sent to head-teachers and education officials and was used only to validate the qualitative data. The collected data was coded, analyzed, described and summarized in order to generate themes on educational policy and practice. The study identified various challenges such as: inadequate funding; poor infrastructure; limited awareness towards education; limited community support; insecurity and cattle rustling and lifestyle of pastoralists that impedes the government’s efforts to attain FPE. These challenges threatened the implementation of FPE for pastoralists and further illustrate the complex and messy process of policy implementation in education sector. Key words: free primary education (FPE), policy implementation, pastoral communities, challenges.
Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.
The environmental condition and the nature of social interaction that goes on in the family
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