Browsing by Author "Momanyi, Christopher"

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    Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya
    Momanyi, Christopher
    @iLabAfrica a research Centre at Strathmore University has been established to spearhead research and innovation in the ICT for the development ecosystem towards the attainment of the UNDP Millennium Development Goals (MDGs) and Kenya’s vision 2030. The centre recognises that the spread of ICT technologies in developing countries remains painfully slow. The increasing ‘digital divide’ continues to condemn a large fraction of Africa’s population to ignorance, poverty, undernourishment, disease and disempowerment. This project: ‘Use of ICT in Enhancing Teaching and Curriculum delivery in marginalised Secondary Schools in Kenya’ aims at developing Open Educational Resources for secondary schools, improving IT infrastructure in schools, enabling Internet/Web access (including the local communities), mentoring secondary school students and supporting teachers in the delivery of the Computer Studies course offered as part of the official KCSE curriculum for secondary schools in Kenya. The research evaluated the impact of the use of ICT in enhancing teaching and curriculum delivery in selected marginalised secondary schools in Kenya.
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    Benefits of non-formal education to jua kali artisans: a study of the Informal Sector Business Institute (ISBI), Nairobi, kenya.
    Momanyi, Christopher; Gravenir, Fredrick
    At independence, Kenyan education was based on racial segregation, in this arrangement; Africans received an inferior form of education, which was elementary and later were trained as masons, carpenters and armature architects. The Ominde commission saw the need to reform education so that it would become a means of establishing social equity (Rharade, 1997) and training the highly skilled staff that Kenya needed. The manpower needs approach reached its climax in the 1970s. The Gachathi Report (Republic of Kenya, 1976) recommended vocationalisation of education at secondary school level. Since the introduction of the 8-4-4 system of education in 1985, the education system has increasingly turned out large number of school leavers at all levels. Many of these graduates are not able to obtain gainful employment in the formal sector and thus end up in the informal sector. Recent policy initiatives have focused on the attainment of Universal Primary Education (UPE) and the key concerns of access, equity, quality and relevance. This has come under scrutiny in the light of the fact that there has been a drastic decline in enrollment particularly at the primary school level. This situation has improved after the introduction of free primary education. Increased attention to UPE has come in the wake of the Jomtein World Conference (1990) on Education For All (EFA) to whose resolutions Kenya is signatory. The recent implementation of free primary education is an effort by the government to attain UPE and the final attainment of EFA. The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The data collected for the study was both qualitative and quantitative in nature. Descriptive statistics were used to analyse quantitative data. Qualitative data was analyzed by coding categories, which were organized according to particular research questions. The researcher then evaluated the information collected with a view to establishing its usefulness and answered the research questions thus enabling the researcher make recommendations based on the findings. This study investigated how and to what extent non-formal education provided by the Informal Sector Business Institute (ISBI) benefits the Jua Kali artisans in business development services in Makadara area of Nairobi. The researcher came up with recommendations that may improve this initiative. Using a Z-test statistic, it was found that those artisans who had undergone the ISBI training had a significantly higher percentage of artisans who had business plans, kept business records and practiced business ethics than those artisans who had not undergone the ISBI training. Business skills and Information Technology should be incorporated into training programmes meant for the informal sector. Entrepreneurial skills should be taught at all levels of education and the government should fund NFE programmes especially those meant for the informal sector. A linkage should be established between the informal sector and the formal education system.
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    Digital Skills and the Use of Digital Platforms in the Informal Sector: A Case Study Among Jua Kali Artisans in Nairobi in Kenya
    (Research and Scientific Innovation Society, 2024) Momanyi, Christopher; Riechi, Andrew Rasugu; Khatete, Ibrahim
    Context: For many businesses, one of the key indicators in their management is the adaptation of Information Technology in their operations. In Kenya, there has been a phenomenal growth in access to mobile phones, by June 2023, over 66 million mobile phones were connected to various telecommunication operators of which 58.3% were smart phones constituting 67.1% of internet connections. There are many digital technologies which can be adapted to facilitate the processing, dissemination, and access of information. The modern world has become competitive due to the uptake of Information Technology as one of the main business management skill, with the availability of smart phones and many applications that are easily available and easy to use. One of the main beneficiaries of Information Communication Technologies (ICTs) is the Jua Kali artisans who are a key player in the Kenyan economy. Entrepreneurial competencies help the growth of businesses along the dimension of innovation. Kenya intends to entrench the use of Information Technology for public service delivery, business, skills, and innovation. The Jua Kali sector cannot be ignored, it contributes more than 80% of the total employment in Kenya. Approach: This research was carried out in the Eastlands of Nairobi, Kenya. Data were collected using a questionnaire, an interview and observation schedule. The study used an interview schedule to collect data from Jua Kali artisans carrying out their artisan businesses in the Eastlands of Nairobi and a questionnaire survey to collect data from a sample of identified Nairobi residents who had engaged an artisan to work for them six months prior to the research. Findings: The research established that most Jua Kali artisans acquired their skills in the Jua Kali sector by apprenticeship (86.3%) while a small percentage (12.7%) trained in Technical Vocational Education Training (TVET) institutions while a further one percent were trained by their former employers. Most of the artisans had attained the basic formal education qualifications i.e. primary education (27.9%) and secondary education (47.6%). The Chi-square (χ²) test was used to test the relationship between use of the basic social media digital platforms in business management and the formal education attained by artisans owning artisan businesses. Conclusion: At 0.05 level of significance (α) the research established that there is a significant relationship between the adaptation of digital platforms in business management and the formal education attained by the artisans.
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    Ethical issues in the Basic Education Act No.14 of 2013: an Aristotelian interpretation
    (Strathmore University, 2019) Momanyi, Christopher
    Aristotle in his educational ideals as presented in his Politics and Nicomachean Ethics, believed that education is a requirement for a fulfilled life. Other philosophers such as Plato and Socrates were greatly concerned about the education of the youth and the role of the polis and the family. The Aristotelian ideas on education as expressed in the Politics and Nicomachean Ethics are not insignificant but very important for the modern day educational disputation. Especially on the debate on connection between law and education, morals and the education of the person. This dispute then arises, who between the polis and the household is to determine the training that students receive in school? Is there plurality of education in Kenya in light of passing of the Basic Education Act no. 14 of 2013? This research discusses the modern times importance of Aristotle’s ideas on plurality of education as presented in his Nicomachean Ethics and Politics. This research discusses whether the Basic Education Act no. 14 of 2013 observes the plurality of education as taught by Aristotle.
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    Fallacies in policy and strategies to introduce sex education in the Basic Education curriculum in Kenya
    Momanyi, Christopher
    Since the introduction of the 8-4-4 system of education in 1985, many Kenyans accepted the new system including religious institutions. However, the introduction of Social Education and Ethics in the curriculum was not supported by religious institutions. After five years, it was realised that SEE had content that was contrary to the tenets of major religions in Kenya. The SEE was substituted by CRE, IRE and Hindu religious education in 2005 bundled together as religious education upon agreement between religious institutions and the Kenyan Government. There has been concern that school going children are sexually active and as a result teenage pregnancies and sexually transmitted diseases are on the rise. Social Education and Ethics had not helped in imparting the required virtues of respect, honesty, obedience and morality among the youth as envisaged initially. One of the proposed means of curbing this menace is to introduce sex education and provide contraceptives to school going children so that can protect themselves. The reproductive health care bill 2014 proposes that children be taught sex education and how to have safe sex. Sex education has many challenges, where it has been introduced it has had no major impact; there are still high teenage pregnancies and STI among teenagers. The question is, why is sex education failing? These research paper explorers the fallacies associated with sex education as a means of reducing teenage pregnancies and SITs among school going children.
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    ICT knowledge transfer for development in the non-formal education: a case of jua kali sector in Kenya.
    (Strathmore University, 2021) Momanyi, Christopher; Omwenga, Vincent Dr.
    One of the millennium development goals is the attainment of Education For All (EFA).Attainment of Education For All means inclusion of those in the informal sector in the skill training programmes. Large gaps in skill training exist in the informal sector which is commonly known as Jua Kali sector, knowledge transfer can bridge these gaps. Training highly skilled manpower for economic development is a challenge. The formal education system has not addressed this challenge. Development cannot be achieved without knowledge transfer; training in skills will entail training skills that can be transferred to other areas through knowledge transfer. Vocationalisation of education as means of improving skills development in the informal sector seem to have failed as the Vocational Training Institutions set up by the government are seen to be institutions for failures, there is more emphasis on certificates rather than on practical skills. Thus leaving those in the informal sector to acquire skills through apprenticeship. Not all vocational institutions teach ICT skills due to the exorbitant costs. A group of 60 Jua Kali artisans was selected from a group of artisans who had undergone ICT and Business skills training, a comparison was done with another 60 artisan from the same are using a Z test statistic. From the data obtained it was proved that the trained artisans were far better than those not trained. Another analysis was dome on knowledge transfer; it was found that the trained artisans had acquired other skills they were not directly taught during the training.
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    Opportunities presented by an ICT literate society through the integration of ICT in the non-formal education: a case of jua kali sector in Kenya
    Momanyi, Christopher
    There are a number of opportunities presented by the ICT integration within the education sector The Jomtein World Conference (1990) on Education For All (EFA) to whose resolutions most African Countries are signatory emphasized on the education for all. The EFA strategies include the establishment of non-formal education units. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. To enhance these benefits presented, this study investigated the spread of ICT in the non-formal education system in Kenya by studying 120 artisans from the same environment, 60 who had undergone ICT training and 60 who had not. Using a Z-test statistic, the study proved that; those who had been trained in ICT and business skills at ISBI were much better in utilization of ICT in running their businesses. From this study, most artisans gained their trade skills trough apprenticeship where skills in ICT and business are not emphasized. ICT is a key component for people in the informal sector and should be incorporated in all training initiatives meant for the informal sector to enhance productivity.
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    Technical vocation education and training (TVET) in changing times, a critical view of prior learning as a link to entrepreneurship and employment
    (Strathmore University, 2021) Momanyi, Christopher; Riechi, Andrew Rasugu; Khatete, Ibrahim Wafula
    For many countries, lifelong learning is a key component to building the human capital that is innovative and competitive in the fast-changing global economy. Most people’s learning take place through non-formal and informal means, whether at work, home, or elsewhere. In many developing countries with their high school dropout rates, majority of people acquire workplace skills through informal means. Education and training play a fundamental role in Kenya’s development, it is not possible for any country to achieve sustainable economic advancement without a substantial investment in education and training. People improve the quality of their lives if their productivity improves by adopting entrepreneurship and uptake of technology. Artisans need to be trained to have an entrepreneurial attitude, measured by their opportunity recognition, risk cognition, start-up skills and networking. Entrepreneurial abilities are reflected by technology absorption, opportunity start-up and human capital. An entrepreneurial attitude is a distinctive strategy and implies process innovation, product innovation, high growth, risk capital and internationalisation. This research paper critically views prior learning as a link to entrepreneurship and employment by presenting analysed data collected over a three-month period from Jua Kali artisans operating in the Eastlands of Nairobi, Kenya. The analysed data presents Jua Kali artisans’ business management skills and how it affects their Performance. This research paper is a critical view of prior learning as the missing link to entrepreneurship and employment creation in a changing world.