Job satisfaction is an important construct to the field of organizational behavior and the IntroductionPerformance of teachers mainly depends on the teacher characteristics such as knowledge base, sense of responsibility and inquisitiveness; the student characteristics such as opportunity to learn and academic work; the teaching factors such as lesson structure and communication; the learning aspects such as involvement and success; and the classroom phenomena such as environment and climate, and organization and management [1]. Teacher performance can be enhanced to the optimum level if the government and related stakeholders take care of these factors. However, alternatives put into practice by states and districts to determine teacher quality have been dolefully not enough. Teacher entrance and exit, examination scores, teaching credentials, advanced degrees and years of experience are neither related to student achievement and ratings of teacher effectiveness [2].
<p>Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8<sup>th</sup> July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0641/a.php" alt="Hit counter" /></p>
It is a common norm to describe education as being fundamental to employment and growth in developing economies. While the highest rate of return is believed to be most experienced in those economies with both skilled and unskilled labour, the greatest responsibility lies with the highly qualified in education as they are most significant in policy formulation. Despite this, youth unemployment has remained a challenge in the 21st century that most developing countries like Kenya struggle with. This paper entails a study undertaken to explore the management of youth unemployment in Kenya, with a focus on learning preferences of postgraduate students. The study employed a descriptive survey design using the cross-sectional approach to data collection. The population of the study comprised 397 post-graduate students at Africa International University from which a sample size of 199 post-graduate Diploma, Masters’ level and Doctoral students were obtained. Questionnaire guide was used for data collection of information on the age and learning preferences of the students. Data analysis was done by descriptive and inferential statistics using regression techniques and presented in tables. A modified version of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) was the learning style inventory that was used to measure student learning preferences. The findings revealed that the majority 161(95.3%) of post-graduate students were youth and preferred participant, both independent and dependent as well as collaborative learning. The question however is, why has underemployment continued to affect many young Kenyans even with the developing system of education? How can students’ learning preferences be a driver to curbing the menace of unemployment?
The practice of Short Term Missions (STM) has been on the rise for the last three decades. The trend in short term missions has been growing over time both locally and globally. However, there are questions as to whether STM is authentically biblical especially in comparison to Long Term Missions (LTM). Moreover, the academia has not engaged on the discussions and it also seems to be lagging behind in the use of the STM model to accomplish her vision and mission. There is therefore need to provide a clearer understanding of the phenomenon. In this paper, the author discusses the concept of Short Term Missions demonstrating its biblical foundations and the globalization effects of STM with a focus on Christian higher learning. Further, a model for STM is proposed for institutions of higher learning to adopt.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.