Daystar University Repository
Welcome to the Daystar University’s Digital Repository. Here we preserve and disseminate the University's Intellectual output.
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- A collection of Class Projects and Student articles showcasing innovative ideas and diverse perspectives from our talented student community at Daystar University
- A collection of conference, workshop, seminar, proceedings, and lecture series showcasing diverse topics and cutting-edge research from faculty and staff of Daystar University.
- An archival collection chronicling the institutional history, academic achievements, and diverse heritage of Daystar University.
- A collection of Publications by faculty and staff showcasing research, academic achievements, and institutional insights of Daystar University.
- A collection of Lectures and Speeches from distinguished speakers across various disciplines of Daystar University.
Recent Submissions
Psychosocial Services to Male Child Sexual Abuse Survivors in Kenya: A Critical Review.
(Available at SSRN: https://ssrn.com/abstract=5169943 or http://dx.doi.org/10.2139/ssrn.5169943, 2025) Sitati, Emmily Mugasia; Cherui, Rodgers Gowon; Wandera, Susan N.
Childhood sexual abuse (CSA) is a form of Gender Based Violence that violates not only the dignity of the abused child but also robs the very core of human existence. It is a community abomination and a crime against humanity. Psychosocial support facilitates faster healing from the abuse. This paper sought to assess the Psycho-Social Services offered to Male Child Sexual Abuse (MCSA) survivors in Kenya through a critical analysis of existing literature on the topic.
The objective was to review the literature on the psychosocial Support Services offered to MCSA Survivors and to assess the implications on the community's response to MCSA in Kenya. Data was collected by conducting a critical review of qualitative, quantitative and meta-analysis articles and publications. Data was analyzed both quantitatively and qualitatively and the results were presented thematically. The findings of the study revealed that although there were established rules, guidelines and measures to protect and support male child survivors of sexual abuse, in practice, many program interventions were inclined towards the girl child. Counselling services, setting up long-term support mechanisms and creating a protective environment for the child were also inclined towards the girl child. In terms of community response to male child sexual abuse, the whole society's approach was recommended to prevent the escalation rates of the abuse in Kenya. This will help improve the psychosocial well-being of male child sexual abuse survivors and society in general. The study recommended that deliberate efforts should be made to isolate specific intervention programs and resources for male child sexual abuse. Policies should also be reviewed to include specific guidelines for the male child sexual abuse victims.
Primary Teacher Education and Kenya’s Vision 2030. The Lacuna in the Transformation Agenda
(Journal of Conflict Management and Sustainable Development, 2024) Cherui, Rodgers Gowon; Kipkenei, Simon; Waiyaki, Winnie
The content of basic education in the new curriculum has been designed to equip all learners with relevant knowledge, skills, competencies and values. However, the major challenge facing the education sector concerns the changing of instructional practices towards greater collaborative relationships between teachers and learners. Teaching and learning are what ultimately make a difference in the mind of the learner, and thus affect knowledge, skills, attitudes and the capacity of young people to contribute to contemporary issues. The objective of this paper was to determine the quality of teacher graduate and the capacity to transform the education system given the introduction of competence-based curriculum (CBC) aimed at transforming Kenya towards the attainment of vision 2030. The paper has relied on available secondary data and reviews existing literature on the role of teacher trainer in building capacity for teacher trainee to be able to fit in the ever changing world. The study revealed a worrying fact in that there is an indication that teachers in the field have little knowledge on how the new curriculum will benefit the Kenyan population differently from the previous system hence making them shy away from serious debates concerning the new curriculum. The study concluded that new government educational programs like TUSOME, Kenya Primary Education Development (PRIEDE), Strengthening Mathematics and Science Education (SMASE) among others excluded most teacher trainers and trainees from their implementation leading retraining of teachers who would have been well prepared and informed. This paper recommends that teacher trainers and trainees be involved in every process involving curriculum change. It also recommends that the government incorporate teacher trainers and trainees as the mainstream partners in the implementation of the new curriculum and that training must be done by well-informed trainers.
Open Science Forum| Day 2
(Daystar University, 2025) Daystar University
An International gathering convened under FOSTER Project, themed “Advancing Open Science ecosystem for Higher Education Institutions in Sub-Saharan Africa.” The event brought together participants from Kenya, Tanzania, and Europe, including esteemed speakers from partner institutions across Africa and Europe.
Open Science Forum | Day 1
(Daystar University, 2025) Daystar University
An international gathering convened under FOSTER Project, themed “Advancing Open Science ecosystem for Higher Education Institutions in Sub-Saharan Africa.” The event brought together participants from Kenya, Tanzania, and Europe, including esteemed speakers from partner institutions across Africa and Europe.
Prof. Donald Smith's Sermon
(Daystar University, 2021) Daystar University
Prof. Donald Smith (Founder) speaks about standing firm on the foundation of Jesus.