Browsing by Author "Njue, Teresa"
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- ItemOpen AccessAlternative Learning Pathways: Participation of Girls in Education in Kajiado county, Kenya(2019-09) Njue, Teresa2015 deadline for achieving the Education For All (EFA) Goals of Education, revealed many countries were not on track to achieving the education targets rolled out in the Jomtien and reaffirmed in Dakar, Senegal in 2000. Today, the Sustainable Development Goal (SDG) 4: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, is a roadmap to achieving the SDGs and ensuring that no one is left behind; especially girls and women. While the SDGs ensure prosperity for development for all, education has a multiplier effect on all other SDGs. The purpose of this study was to find out the participation of girls in education in Kajiado County. The study’s objective was to find out: the extent to which a school facilities, safe and protective school environment and distance enhances the participation of girls in public primary schools in Kajiado County. A descriptive survey research design for data collection was used. Simple and purposive sampling techniques sampled the respondents. Collected data was analyzed using SPSS software (Statistical Package for Social Sciences). The research findings revealed that a safe and protective school environment is fundamental for the holistic participation of girls in education while advocating for an enabling environment for lifelong learning that empowers people especially girls to allow them make life choices and increase their chances of employability to improve their livelihoods. The study concluded retention of girls at primary school has to be improved significantly to enhance their transition to secondary school and meaningful participation in higher education and particularly in TVET courses. It recommended the construction of facilities, establishment of more schools, better learner friendly school environment and establishment of innovative and specialized programs that increase participation of girls and women in education. The research findings will be valuable to the government, education stakeholders and education policy makers to inform and provide a basis for special focus on Women and Girls participation in education while contributing to sustainable development in the 21st century that is characterized by industrial revolution. // Paper ID 157
- ItemOpen AccessEffectiveness of Open and Distance Learning Approaches in Community Based Learning for Girls and Women in Kenya - A Human Centered Approach(2022-09) Njue, Teresa; Simiyu, Stanely; Murage, FrancisPCF10 Sub-theme: Promoting Equity and Inclusion // Open and distance learning continue to play fundamental role in contributing to the construction of knowledge societies in a lifelong learning context. Despite educational challenges of the 21st century, and notably the Covid-19 global disruption in the education sector, open and distance learning concept has achieved notable recognition. It has had substantial impact on all education delivery systems. The objective of the research project was to assess the impact of open and distance learning approaches on education and empowerment of girls and women in Kenya’s Maasai nomadic community. The project was implemented during a fellowship program re-imagining African education in the wake of Covid-19. The research project was carried out in a formal, informal and non-formal setup. Community-led alternative learning model advocates for education practices that match and reflect the needs and circumstances of the excluded/disadvantaged populations. The model integrated open and distance learning concept in a community based learning. The project targeted six local Maasai women groups on house construction skills through purposive sampling technique. Human centered design approach was intensively employed in co-creating and co-designing the ODL-Community based learning approach. Key processes were triggering the community, ideation, prototyping, feedback, iteration and implementation. The instruction and assessment was facilitated virtually (80%), guided by a local translator and site visit by TVET instructors (20%). A community of learning was established with 10 local champions enrolled in instructor support training through blended approaches. Data was quantitatively and qualitatively analyzed. Findings underscored that open and distance learning significantly reduced the constraints of time and place, reduced educational bottlenecks experienced in the traditional face-to-face system. It has significantly shifted knowledge, attitudes and perceptions in girls and women education. There was increased demand for learning and explored flexible and blended learning opportunities in disadvantaged and hard to reach areas. The project recommended affordable technology and digital learning strategies to improve equity and inclusion in education. Strengthen partnerships between communities, public and private sector for an enabling environment that includes digital infrastructure and digital skills user. // Paper ID 7900
- ItemOpen AccessFostering Life Long Learning: Re-Imagining Employability among Persons with Disability: A Case of TVET Institutions in Kenya(2022-09) Njue, TeresaPCF10 Sub-theme: Fostering Lifelong Learning // The COVID-19 crisis was a turning point in skills development, propelled by the rapid expansion of technology-enabled solutions. According to the World Economic Forum report 2020, the rapid acceleration of automation and economic uncertainty caused by the pandemic shifted the division of labor between humans and machines, leading to 85 million jobs being displaced and 97 million new ones created by 2025. As the demand for new opportunities gather pace, skilling and reskilling strategies are crucial in meeting the perennial skills shortage. This paper addresses interventions for skills development through the skilling and reskilling models, training and preparing for the future of work. Mixed method research design was used to collect data which was analyzed quantitatively and qualitatively. The study revealed that the 21st century labor market demands the ability to adapt and thrive in a rapidly changing world of work. The study recommended that skills development and preparedness is an inclusive approach that calls for robust preparation for the world of work, skilling and reskilling and thus should remain a policy priority. // Paper ID 4468
- ItemOpen AccessTriple Response Model as a Learning Facilitator Among Young Women in Technical Training Institutions from Marginalized Communities of Kenya(2022-09) Njue, Teresa; Muthomi, NathanielPCF10 Sub-theme: Inspiring Innovations // Globally, female students from marginalized areas experience multiple disadvantages. In Kenya, the marginalized communities are synonymous with arid and semi-arid areas that continue to experience education disparities. Culture, the education and training systems, and the learning mode are among the other barriers that continue to disenfranchise women and girls in the education space. Towards ensuring women are proportionately benefiting from the education and training opportunities, Masai Technical Training Institute (MTTI) tested some tools of learning with students mainly from the Maasai and Swahili communities that have been marginalized for long. We employed an innovative Triple Response Model (TRM) of skills development encompassing flexible learning technologies, multimedia content and psychosocial support. This model benefited regular girls and girls with disabilities. Partly attributed to this intervention, MTTI has realized an increased number of trainees with disabilities by 40 percent improved retention and completion rates of female students during the COVID-19 reopening of institutions. This paper, documents the TRM as a learning solution in marginalized communities with the potential of scaling beyond Kenya. Practical steps on development and implementation in different setups within learning systems will be provided. Key lessons will be recommended to learning institutions, governments and development partners for remodeling and replication. // Paper ID 1780