Browsing by Author "Sang, James K."

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    Emotional Intelligence and Leadership: A Case for Quality Assurance Managers in Kenyan Universities
    (Emotional Intelligence – New Perspectives and Applications, 2012) Ayiro, Laban Peter; Sang, James K.
    The notion of quality is hard to define precisely, especially in the context of tertiary education where institutions have broad autonomy to decide on their own visions and missions. Any statement about quality implies a certain relative measure against a common standard; in tertiary education, such a common standard does not exist. Various concepts have evolved to suit different contexts ranging from quality as a measure for excellence to quality as perfection, quality as value for money, quality as customer satisfaction, quality as fitness for purpose, and quality as transformation (in a learner) (SAUVCA 2002). Some institutions have adopted the International Standards Office (ISO) approach in some of their activities. Depending on the definition selected, quality implies a relative measure of inputs, processes, outputs or learning outcomes. Institutions, funders, and the public need some method for obtaining assurance that the institution is keeping its promises to its stakeholders. This is the primary goal of quality assurance. The leadership of the quality assurance directorates in universities has therefore come into sharp focus.
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    Leadership and Management in Educational Institutions: Articles, Guides and Instruments for Improving Organizational Performance
    (LAP LAMBERT Academic Publishing, 2010) Ayiro, Laban Peter; Sang, James K.
    Leadership and management of educational institutions in Kenya presents many challenges leading to low performance levels. This manual offers innovative approaches to improving the leadership and management of these institutions. It has templates for target setting as well as established theory in the areas of team building, emotional intelligence, leadership and results based management. The additional inspirational speeches are intended to act as motivational devices for those using this manual for institutional improvement.This manual is also intended for use as a tool for training administators of educational institutions in aspects of Leadership and organizational management. It will also serve as a useful reference material for managers across the board.
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    Provision of Education to the ‘Hard to Reach’ Amidst Discontinuity in Nomadic Communities in Kenya
    (Forum for International Research in Education, 2016-01) Ayiro, Laban Peter; Sang, James K.
    The formal education system in Kenya has generally not served the nomadic communities effectively over the nearly fifty years since independence. Educational indices of performance in the two counties revealed that the nomadic groups are at the bottom of the table in national statistics pertaining to enrolment rates, participation, classroom performance, gender balance, achievement, progression to the next level of education and by extension training. Despite the existing government plans intended to ensure access and equity of education provision in the country, issues of imbalance in enrolment, completion rates and academic achievement between children of pastoralist communities and the rest of the country have been and are still a subject of debate considering the huge disparities that exist to which many feel are not receiving the expected attention. National primary school statistics since independence to date, for example, reveal that children from the arid and semi-arid lands (ASAL) regions of the country are most affected by under- enrolment and non completion of school.
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    Quality Assurance Challenges in the Award of PhDs in Kenya: The award of the PhD degree by Kenyan Universities: A quality Assurance Perspective
    (LAP LAMBERT Academic Publishing, 2010-09-10) Ayiro, Laban Peter; Sang, James K.
    The rapid expansion of higher education in Kenya and globally, entrance of market forces in higher education delivery (online, open and distance modes), and globalization of education (private entrepreneurs and diploma mills) necessitates the formation of structures and mechanisms, standards and guidelines, to assure quality.Five definitions of quality exist; the highest possible standard of academic achievement; fitness for purpose;effectiveness in achieving institutional goals;conformity to a specification or standard and meeting the stated or implied needs of customers. The findings reveal that there exisists quality challenges in the institutional processes established for the award of the PhDs across Kenyan the universities. These in turn impact negatively on the type of PhDs that are produced in the country and consequently the type of human resource generated for the economic well-being of the country.It is hoped that the findings will stir debate and urge the universities to re-evaluate and re-vamp their quality control systems for the award of not only the PhDs but all their other degrees and diplomas.