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Item Using the Kamba Culture to Interpret Old Testament Covenants(2001) Muutuki, Joseph MwasiItem African Christian Organizations and Socioeconomic Development(Orbis books, Maryknoll, New York., 2017) Bowen, MichaelHow can religious institutions contribute to the promotion of socioeconomic development? In their contribution to the common good, Christian organizations do not exist in a vacuum. Even on the level of religious expression, they are part of a wider group of institutions known as faith-based organizations (FBOs). Julia Berger (2003) defines FBOs as formal organizations whose identity and mission are derived from the teachings of religious tradition and which operate on a nonprofit basis to promote articulated ideas about the public good at different levels. FBOs are often connected with the faith community through personnel and have religiously oriented mission statements (Wuthnow 2004, 2009). Clarke and Jennings (2008) offer a broader definition of an FBO as “any organization that derives inspiration for its activities from the teachings and principles of the faith.” According to Pew (2010), the majority of people in sub-Saharan Africa identify themselves as adherents of Christianity or Islam, and approximately 75 percent of Africans trust their religious leaders. These findings indicate opportunities to leverage the influence of religious leaders and religion in promoting socioeconomic development. The Millennium Development Goals succinctly articulate the purposes of socioeconomic development: to eradicate extreme poverty and hunger; achieve universal primary education; promote gender equality and empower women; reduce child mortality; combat diseases; and ensure environmental sustainability, among others. This chapter focuses on some of these and derives its themes from the Millennium Development Goals. In our research we asked over eight thousand African Christians to identify the African-led Christian organizations that they felt were having the most impact on their communities. Based on the frequency with which respondents listed them, we identified several dozen organizations 115 116 Michael Bowen29 here. as having significant positive impact. From these, we selected twenty-nine 30 and 32 organizations for more in-depth qualitative research, carrying out strucearlier. Check tured interviews with one or more leaders from each. The interviews were all references to this number and make correct throughout book. transcribed, and supplementary online and print information was solicited. A ten-page single-spaced report was prepared on each of the organizations following a pre-established interview protocol. Of the twenty-nine Christian institutions whose leaders we interviewed, five focused exclusively on spiritual matters, while twenty-four (82.8 percent) focused on one or more socioeconomic concern. This chapter focuses on those twenty-four organizations. Our interview data indicates that over half of these FBOs (54.2 percent) provide health services with the same percentage providing income/employment generation services, and also education and leadership development, which, for purposes of this chapter were included only if the education and leadership development focused more broadly on social and/or economic arenas rather than purely spiritual areas. One-third include a central focus on environment and/or agriculture. A smaller number (17.2 percent) prioritize community water provision. Nearly half (45.8 percent) of the FBOs prioritize other social services such as peacebuilding, gender equity, good governance, human rights, service to the vulnerable such as the physically challenged and elderly, drug-abuse awareness and support, training in life skills, or involvement in politics. Most FBOs that we examined do not limit their focus to a single socioeconomic area. Out of the twenty-four FBOs with a socioeconomic focus, twelve focus on three or more distinct areas. This focus on multiple areas of service may be due to the complementarity of the activities or to the need for a broader scope and impact. Alternatively, this pattern may also be responsive to the expectations of those that fund the FBOs. opportunities And AdvAntAGes in socioeconoMic development. Christian organizations are moral institutions that foster socioeconomic development. Over time, such organizations earn the trust of communities based on past performance and the teachings and practices arising from their faith. The faith motivation of these FBOs is a driving force in carrying out their development activities and is a response to Jesus Christ’s command to serve others, especially the poor and disadvantaged. Hefferan, Adkins, and Occhipinti (2009) are of the view that Christian organizations bring a distinctive perspective to development by adopting a philosophical approach and contextualizing poverty within religious frameworks. These organizations perceive development as saving people in line with biblical teachings, which goes beyond merely saving them from poverty to saving souls and promoting human dignity. For Christian-based. African Christian Organizations and Socioeconomic Development 117 organizations, therefore, development goes beyond material conditions of poverty and extends into the spiritual dimension. Furthermore, Christian organizations have some advantages over other institutions in bringing about development. Some of these advantages include the ability to mobilize local communities and resources at the lowest level of society. Such organizations often have local and international networks that give them an edge in development activities. Another key opportunity for Christian organizations that engage in socioeconomic development is the trust that society has in them. Such trust is normally earned over a period of operation. Their grassroots presence is another distinct advantage. This enables them to identify accurately community needs and propose appropriate interventions. Below I present each of these distinct advantages, beginning with literature from other scholars and supporting it with data from the Christian-based organizations that we researched.Item The Experiences of a Single man(2014) Thuku, DavidItem Emotion Approach Coping and Adjustment Challenges Among Students in Higher Education Institutions(IGI Global, 2023-02) Githinji, Scolastica KariukiThe majority of university first-year students are young adults. They experience salient developmental changes as they transition from adolescence to young adulthood. The changes are less dramatic relative to the adolescence stage; hence, the stage is underestimated by the researchers. In young adulthood, the brain is not fully matured despite adult-like social function expectations. Their cognitive and social-emotional immaturity states are linked to poor decision-making, social-emotional problems, sensational behaviours, and risk-taking behaviours, which aggravate adjustment challenges in higher education. Young adults are experiencing academic, cultural, emotional, financial, intellectual, and social challenges. It is observed that the mental health of university students is a rising concern and is associated with their social functioning demands. This chapter explores young adults’ biopsychosocial development, their challenges at higher education, and appropriate emotion coping approaches deemed appropriate for the stage and in yielding adaptive coping.Item Integrating Faith and Learning Perspectives of a Literary Critic(Research, Publications and Consultancy department of Daystar University, 2006-12) Kuria, MikeItem Scaling up Theological Training in Africa: Non-Formal and Informal Education- Its Potential to Develop Leaders in Africa(Association of Evangelicals in Africa, 2020) Karanja, ChristineAs we reflect on the potential for non-formal and informal education to develop leaders in Africa, I am going to reflect also whether it can be scaled up to meet the training need for the 85–90%. This presentation is divided therefore into three sections bringing together reflections on those issues: first, laying the foundations, then explaining the potential for leadership development, and finally outlining strategies for engagement.Item The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania(Emerald Publishing Limited, 2023) Ayiro, Laban Peter; Muriithi, Samuel Muiruri; Munyao, JosephineThe primary goal of university education globally is to promote research, knowledge, and innovations instrumental for national development and societal transformation. In line with this goal, East African countries, namely Kenya, Uganda, and Tanzania have invested heavily in university education in the last 60 years since independence. The evidence of this is the increasing number of both private and public universities, and the number of students joining the institutions. While the expansion of university education is to be celebrated, it should not be taken for granted that this expansion indicates development. The purpose of this research was to assess the impact of university education on regional development in the three East African countries, that is, Kenya, Uganda, and Tanzania. Data were collected through historical analyses, database searches on electronic and printed sources, and interviews. The study found out that the three African countries have formulated the goals of education toward the achievement of development and that large budgets have been committed to educational expansion in the university in recent years. However, the impact of the universities in the development of the region expected through research and innovation is minimal because of major challenges that include expansion of access without adequate government funding; compromises quality; graduate unemployability and political interference; students’ unrest and strikes; weaknesses in earlier levels of education; regional, gender, and class inequalities; and misalignment of education, development, and contextual strengths. Proposed future strategies included the calls for governments to enhance regional consultations on development and education, the need for specialization in programs rather than duplication, enhancement of international collaborations and networking, rethinking the role of education in development within given contextual and environmental realities, and good governance and adequate funding of education.Item Role and Relevance of Theology for the Future of African Christianity (155A)(Regnum Books International, 2016) Kombo, James OwinoItem The Past and Presence of Christian Theology in African Universities (Pg 100-108)(Regnum Books International, 2013) Kombo, James OwinoItem Faith on the Ballot, Faith in the Ballot: The Democratic Process in Kenya(Routledge, 2023-10-18) Munyao, Martin; Wakene, S.The Routledge International Handbook of Sociology and Christianity examines the intersection of the sociology of religion – a long-standing focus of sociology as a discipline – and Christianity – the world’s largest religion. An internationally representative and thematically comprehensive collection, it analyzes both the sociology of Christianity and Christian approaches to sociology, with attention to the Roman Catholic, Orthodox, and Protestant branches of Christianity. An authoritative, state-of-the-art review of current research, it is organized into five inter-connected thematic sections, considering the overlapping emergence of both the Christian religion and the social science, the conceptualization of and engagement with Christianity by sociological theory, the ways in which Christianity shapes and is shaped by various social institutions, the manner in which Christianity resists and promotes various forms of social change, and the identification, diagnosis, and correction of social problems by sociology and Christianity. This volume is an invaluable collection for scholars and advanced students, with special appeal for those working in the fields of sociology and social theory, as well as religious studies and theologyItem Enhancing Collaboration in Online Learning(Lexington Books, MD, 2022) Munyao, Martin; Wachirah, SerahOnline Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.Item Covid-19 Higher Education Driven Elearning: The Digital Divide’s Impact on Access and Quality in the EAC Region(Lexington Books, MD, 2022) Waithima, Abraham K.; Karau, James; Kuria, Mike; Agyapong, Samuel; Waithima, Charity; Ayoo, PhilipOnline Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.Item Distance Education that Matters; Creating Sustainable Online Pedagogy(Lexington Books, MD, 2022) Plant, Alicia; Munyao, MartinOnline Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.Item The Role of Educational Technology and Elearning During Covid-19 Pandemic and its Impact on the Higher Education Sector in Kenya(Lexington Books, MD, 2022) Ayiro, Laban Peter; Munyao, Martin; Wambua, AnthonyOnline Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.