MKU Newsletter 3rd Edition, January 2017

The placement of the first batch of Government-sponsored students in private universities since independence marks a major milestone in Kenya’s higher education sector.Mount Kenya University (MKU) attracted the highest number of applications and admitted the bulk of the sponsored students in its September 2016 intake. MKU took in 1,126 (or more than 10 percent) of the 10,000 students sponsored by the Government. In an interview, MKU Vice Chancellor, Prof Stanley W. Waudo, described this as a move in the right direction for the country. “These private universities based in the country train Kenyan students,” he said. “The institutions were established in accordance with the processes and procedures laid out in the Universities Act 2012, which recognises all universities and subjects them to the same quality standards

Dear student, there’s a lot more to life than just passing exams

The Kenya Certificate of Secondary Education examination results are finally out and you may be happy or sad, depending on how you performed. Congratulations to those who passed and to those who “failed”, congratulations to you too! This is wh

Class Size And Learning Outcomes: Perceptions Of In - Service Teachers

Achieving quality learning outcomes within the education system in Kenya remains an elusive goal for educationists. Many strategic plans have been drafted and action plans implemented, but the aspiration remains a mirage. It appears the policy makers require more input from the stakeholders. The purpose of this study was to find out the perceptions of in-service teachers on class size and learner achievement. Fifteen in- service teachers attending the April 2015 school-based session at Mount Kenya University, Nairobi Campus were randomly selected and requested to participate in a Focus Group Discussion (FGD) organized by the researchers. The FGD revealed that class size in isolation cannot have an impact on learners’ achievement. It should be complemented by quality teacher preparation, more individualization, provision of resources and improving the quality of interaction in the classroom. The study recommended hiring of more Early Childhood Education Teachers to reduce class sizes and therefore improve learning outcomes

Knowledge Management Practices and Performance of Academic Libraries: A Case of Mount Kenya University, Kigali Campus Library

This research sought to determine, assess and evaluate the knowledge management practices and performance in academic libraries. The researcher chose the case study of Mount Kenya University, Kigali Campus library. The general objective of this study was to understand the knowledge management practices used in enhancing the performance of academic libraries. Specifically, the researcher identified major drivers of Knowledge Management (KM) practices in academic libraries; analyzed the KM activities needed to enhance the academic library for proper KM practice; and determined the challenges that might face the academic librarians in implementing KM. The study population included all the library staff in the university. The researcher used census to sample the total population of all the university library staff. Data was collected using questionnaires and data analysis procedures involved editing to verify the coherent of respondents in answering the questionnaires, coding to summarize and simplify the work of processing data and finally graphical representation to make statistical frequency distributions