Browsing by Author "Sitati, Emmily Mugasia"

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    Assuring Quality in Legal Education through Action Research
    (Journal of Art, Science and Commerce,, 2017) Sitati, Emmily Mugasia
    The global changing landscape in higher education has resulted in the expansion of higher education from elite to mass to universal systems, new trends in teaching and learning, growth of alternative systems of education, changes in the market place and new demands and needs of society. Quality education is a dream of any economy as its socio-economic, technological, political and cultural development highly depends on the type of skilled manpower available. Assuring quality is a continuous and cyclic process which is dependent on the changing needs of the society/economy. Quality assurance in totality has challenges which can be addressed through action research for the institutions to get solutions to these challenges.
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    Bishop Gassis Relief & Rescue Foundation (BGRRF) Strategic Plan 2024-2028
    (Zamusi Consultant, 2024) Sitati, Emmily Mugasia
    We are excited to present our strategy for the next five years (2024- 2028). In this strategic plan we have envisaged where we need to go and how we shall get there. We have charted a clear plan and priorities. The challenge is how we are going to walk in the shoes of our beloved Bishop Macram, the founder of BGRRF who went to be with the Lord in June 2023. We need to prove to the people we serve, our donors, friends and stakeholders that we are truthful and committed to his legacy.
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    Catholic Diocece Ngong Township Secondary School Strategic Plan 2023-2027
    (Zamusi Consultant, 2023) Sitati, Emmily Mugasia
    Ngong Township Secondary School strategic plan was done through participatory methodology which involved consultations with key stakeholders (Both internal and external stakeholders). All areas of the strategic plan were discussed with an aim of establishing the gaps in all areas of the school and mapping ways of tackling and filling the gaps. Environmental scanning was done which involved both SWOT and PESTEL analyses. In addition, a review of the needs and expectations of the stakeholders was done and the school's performance in the past five years. The process began with the review of relevant administrative policy documents and available records to determine if there were any new issues to be incorporated in the reviewed strategic plan.
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    Financing mechanisms in early childhood education in Kenya: A case of Kakamega county
    (Journal of Education Research and Behavioral Sciences, 2015) Sitati, Emmily Mugasia ; Kennedy, Bota; Ndirangu, Mwangi
    The study investigated the financing mechanisms in ECE centres in Kakamega County using descriptive survey design. Purposive sampling was used to select 3 sub- counties giving 30 % of the population. Proportionate stratified random sampling was used to select 30% of the ECE centres. Head teachers and one ECE teacher from each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected districts were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of physical facilities. The instruments were validated through expert judgement and pilot-testing. The findings revealed that parents were the main financiers of ECE programs. The study recommended that; ECE should be streamlined within the policy of free primary education.
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    Implementation of early childhood development education service standard guidelines on physical facilities in public and private early childhood education centres Kakamega County, Kenya
    (Journal of Early Child Development and Care, 2016) Sitati, Emmily Mugasia; Ndirangu, Mwangi; Bota, Kennedy Nyabuto; Rapongo, George
    childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres.
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    Kapsabet Boys High School Strategic Plan 2022-2026
    (Zamusi Consultancy, 2022) Sitati, Emmily Mugasia
    Strategic planning is required to frame effective learning techniques and increase students' engagement as well as improve the establishment's success. Kapsabet boys high school strategic plan was done through participatory methodology which involved consultations with key stakeholders (Both internal and external stakeholders). All sections of the strategic plan were discussed with an aim of ensuring that the plan focuses on the priority areas of the school. Environmental scanning was done which involved both SWOT and PESTEL analyses. In addition, stakeholders' analysis was done to establish the links and relationship between the school and its stakeholders. The process began with the review of relevant administrative policy documents and available records to determine if there were any new issues to be incorporated in the strategic plan. Key strategic issues were identified and for each, a strategic objective was formulated and priority areas identified, activities for each priority area outlined and necessary human, financial, technological and physical resources put in place to help in realization of the school vision and mission in the next five years. This 5-year strategic plan will be a road map to the school's future development in all its priority areas of operation. It is hoped that it shall form the school's agenda for the next five years. Although trends in academic performance of the school have been on the upward trend and that best results were realized in 2020 enabling the school to realize its vision of becoming KENYA ONE, stakeholders came up with new strategies to ensure that status quo remain. This strategic plan is thus expected to provide strategic direction for the school and help in maintaining her position in the country ranking as well as defending her position on an international platform. It is hoped that all stakeholders will support the implementation of this strategic plan by providing an enabling environment and resources needed for it to prosper.
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    Makunga Secondary School Strategic Plan 2021-2025
    (Zamusi Consultancy, 2021) Sitati, Emmily Mugasia
    Makunga Secondary School strategic plan was done through participatory methodology which involved consultations with key stakeholders (Both internal and external stakeholders). All areas of the strategic plan were discussed with an aim of establishing the gaps in all areas of the school and mapping ways of tackling and filling the gaps. Environmental scanning was done which involved both SWOT and PESTEL analyses. In addition, a review of the needs and expectations of the stakeholders was done and the school's performance in the past five years. The process began with the review of relevant administrative policy documents and available records to determine if there were any new issues to be incorporated in the reviewed strategic plan. The key strategic issues were identified and for each, a strategic objective was formulated and priority areas identified, activities for each priority area outlined and necessary human, financial, technological and physical resources put in place to help in realization of the school vision and mission in the next five years. This 5 year strategic plan will be a road map to the school's future development in all its areas of operation and it's hoped that it shall form the schools agenda for the next five years. Although trends in academic performance of the school fluctuates and the best results are yet to be realized, stakeholders are convinced that the school has a potential to improve. This strategic plan is thus expected to provide strategic direction for the school and help in realization of better academic achievements. All the stakeholders were involved in the development process. The strategic plan consists of six chapters. Chapter one entails historical profile and other preliminaries. Chapter two looks at the fundamental statements, the schools' profile, challenge, solutions and the success story. Chapter three discuses education policy framework vision 2030, National Goals of Education. Chapter four give the situational analysis consisting SWOT, stakeholders and PESTLE analysis, Chapter five presents Key strategic themes, strategic issues and strategies. Chapter six is the plans monitoring and evaluate process. The last part has appendices which includes the implementation matrix, the schools management structure and the strategic plan steering committee.
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    Perception of District Quality Assurance and Standards Officers on Leadership Styles of District Education Officers in Kenya
    (problems of education in the 21stcentury, 2012) Sitati, Emmily Mugasia; Ngaira, Anne A.
    Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. Descriptive survey design was used and the study sample included a total of 29(10%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs’ personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation.
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    Provision of Teaching/Learning Resources in the EarlyChildhoodEducationCentres in Kakamega County, Kenya.
    (IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2017-01) Sitati, Emmily Mugasia; Bota, Kennedy Nyabuto; Mwangi, Ndirangu
    The early childhood education sector in Kenya does not receive direct funding from the government like the primary and secondary sectors. This then calls for stakeholders to provide finances for procurement of teaching/learning resources and other resources. The purpose of this study was to establish the provision of teaching/learning resources in ECE in Kenya. The study adopted a descriptive survey design to investigate this in Kakamega County, Kenya. Purposive sampling was used to select 3 sub-counties (30 % of the population). Proportionate stratified random sampling was used to select 30 % of the public and private ECEs to participate. Head teachers and one teacher from the selected each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of teaching learning resources in the ECE centres. The instruments were validated through expert judgement and pilot-testing. Reliability was estimated using Cronbach‟s coefficient Alpha which was 0.80 and deemed adequate for the study. Both descriptive and inferential statistics were used to analyse data. The findings of the study revealedthatstakeholders had made good efforts to buy instructional materials in both the public and private ECE centres. The study recommends that the government should streamline ECE within the policy of free primary education and expand the school equipment production unit (SEPU) to institute ECE equipment and materials.
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    Quality Assurance in Higher Education. A case of legal education and training in Kenya
    (IOSR Journal Of Humanities And Social Science, 2017-06) Sitati, Emmily Mugasia
    Kenya just like other countries in the world has to struggle with the high demand for quality education in general and legal education in specific. More institutions of higher learning are seeking accreditation from the accreditation body (Council of Legal Education) to offer legal education yet matters of quality are least addressed. The regulatory framework of legal education in Kenya has streamlined provision of legal education and training. Today, Kenya prides herself with over 60 institutions of higher learning of which 10 are licensed to offer legal education and training. Although these institutions are still fewer in terms of meeting the demand for legal education and training, quality has been the driving force behind the licensing of legal education and training institutions. A recent audit of all universities in Kenya revealed shortfalls ininternal quality assurance policies, systems and mechanisms. This paper will discuss the growth higher education in Kenya with special emphasis to legal education and the mechanisms used in enhancing quality in legal education. In addition, the paper will explore progress made by the regulatory body in enhancing quality in legal education.
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    The Role of Stakeholders in Professional Development of ECE Teachers in Kakamega County, Kenya
    (Journal of Education and Practice, 2014) Sitati, Emmily Mugasia; Bota, Kennedy Nyabuto; Mwangi, Ndirangu
    Early Childhood Education (ECE) in Kenya does not receive direct government financial support as other sectors of education and therefore relies on a number of stakeholders for financial, human, physical and teaching/learning resources. The purpose of this study was to investigate the role of stakeholders in professional development of ECE teachers in Kakamega County, Kenya. The study adopted a descriptive survey design to investigate this. Purposive sampling was used to select 3 sub-counties which was approximately 30 % of the population. Proportionate stratified random sampling was used to select the participating ECE centres from the selected sub-counties. Thirty percent (30 %) of the public and private ECEs were sampled. Head teachers from each ECE participated in the study making a total of 62 and 122 head teachers from private and public ECE respectively. One teacher from the sampled ECE centres participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to participate in the study. The sample frame consisted of 184 head teachers, 184 teachers, 3 DEOs and 3 DICECE officers. Structured questionnaires were used to collect data from the ECE head teachers and teachers and interview schedules from the DEOs and DICECE officers. The instruments were validated through expert judgment and pilot-testing. Collected data was edited, organized in line with research questions, coded and analyzed using Statistical Package for Social Sciences (SPSS). Both descriptive and inferential statistics were used to analyze data. Findings were presented in frequency tables, charts and graphs. The findings of the study revealed that the sub-sector was dominated by females who are belied to be better in teaching children. The study further revealed that majority of the ECE teachers had met minimum qualification. The Ministry of education and parents were not keen on funding professional development of teachers and that individual teachers funded their own professional development. The study concluded that stakeholder’s role in professional development of ECE teachers was minimal. The study recommended that the government should expand the scholarship programs to cover ECE pupils and teacher trainees
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    St. Brigid Baraka Oontoyie 2024-2028 Strategic Plan
    (Zamusi Consultancy, 2024) Sitati, Emmily Mugasia