FIT Scholarly Articles

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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.
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    Freedom of education: an Aristotelian interpretation of the Kenya Basic Education Act No.14 of 2013
    (Strathmore University, 2020) Momanyi, Christopher
    Aristotle in his educational ideals as presented in his Politics and Nichomachean Ethics, believed that education was necessary for a fulfilled life. For him, the thinking and practice of an educator has to have a clear philosophy of life. Education according to other philosophers such as Plato and Socrates is the reproduction of culture. According to Aristotle Freedom of Education involves both state-run public education and private education. The question then arises as to who is responsible for determining the training students receive in school and whether there is freedom of education in a given education system. Aristotle in his politics states that education should be guided by legislation. This paper aims at discussing the historical and the contemporary significance of Aristotle’s ideas on freedom of education as presented in his Nicomachean Ethics and Politics. Based on Aristotle’s ideas, the paper will discuss the role of parents, teachers, the state and voluntary institutions in the provision of education.
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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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    Digital credit for economic development, a case of ISBI’s model of lending to micro-entrepreneurs in the Eastland’s of Nairobi
    (Strathmore University, 2021) Momanyi, Christopher
    It is evident that more people are connected continue to be connected the Internet than ever before. There are various digital devices that are used nowadays to connect to the internet for work and other aspects of life. Broadband connectivity is one of the means of transforming and achieving the three pillars of sustainable development through digital credit. Even though there is a rapid growth in connectivity, it is estimated that 2.9 billion people are not connected, most of them in developing countries. Digital credit is a promising form of financial inclusion for low income earners in developing countries because of low access to formal credit and the limitations of the semi-formal credit options. Digital credit is becoming popular because of its remote, instant and automated protection against the traditional consumer and microenterprise credit models. This paper discusses the ISB-KIVA model of digital credit where a total of $32,325 was borrowed by 72 micro-entrepreneurs within a period of 24 months. The data for this research was compiled from the Kiva website. A systems theory is used in this research.
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    Lessons learnt from the 2014 West Africa ebola viral disease (EVD) outbreak: economic, political and social impacts of disease outbreaks
    (Strathmore University, 2018) Maingi, Nicodemus Nzoka; Matilu, Mwau Prof.; Ateya, Ismail Prof.
    In many disease outbreaks, their effects can invariably be measured in both direct and indirect terms; directly by observable, measurable outcomes and indirectly by looking for knock-on effects post the disease outbreak. Some of these angles and degrees of measure could matter more and provide a different yet more objective measure of a true disease outbreak’s impact. Such measures include the economic, social and political implications following a disease outbreak. This research looks to study and document the economic, social and political implications of the 2014 West African EVD outbreak that mainly ravaged Guinea, Liberia and Sierra Leone. Whilst the outbreak may have been theoretically localized around the three countries, other neighboring and far flung but somewhat affiliated nations also had their share of the outbreak’s implications. This research also looks to study and identify knock-on effects of the outbreak in the other countries (outside the three at the outbreak’s epicenter). The research looks to inform and boost the focus on early and targeted mitigation efforts if only to safeguard the interests of regional blocks and other nations that may be victims of negative downturns as a result of such disease outbreaks. The research hopes to inform and spur intraregional and inter-national discussions and engagements on how to best deal with such disease outbreak in a measurable and sustainable manner, with an aim to possibly safeguard their socio-economic and political interests.