Safeguarding Personal Data: Meta Consent as a Remedy to Section 28(2)(c) of Kenya’s Data Protection Act

Biometric identity systems have been adopted in the Global South, following the Global North’s lead. The greatest discrepancy, however, is the existence of legal frameworks that govern the use, storage and processing of the data collected. The Kenyan government’s roll-out of the Huduma Namba registration exercise in April 2019 with no existing data protection law in Kenya exemplifies this. Thereafter, Parliament passed the Data Protection Act. Unfortunately, parts of this law are not keen enough to protect personal data. Deviating from the requirement for personal data to be directly collected from the data subject, section 28(2)(c) of the referenced Act permits indirect collection of personal data from a source other than the data subject themselves. Relying on desk-based research and using the Huduma Namba exercise as a case study, this paper examines this permission and the imminent danger it poses to privacy of the personal data of Kenyans. Finding that section 28(2)(c) exposes personal data to the privacy violations of secondary use and exclusion threatens the right to privacy, this research suggests that the meta consent model as embraced by the healthcare sector emerges as a feasible solution. This model allows data subjects to determine their consent preferences i.e., how and when they wish their consent to be sought for further collection and use, at the point of primary collection of personal data. Additionally, this paper recommends that the model should be embraced by the judiciary in its adjudication of matters and finally, that an amendment incorporating the solution should be made

Free Primary Education: Quality And Teachers Dilemma

The current government’s overall goal within education remains to achieve Education for All (EFA) by 2015, with the top policy objectives being to ensure equitable access and improvement in quality and efficiency. In January 2003, the Kenya government made a significant step towards this vision by announcing Free Primary Education. While this was a laudable goal, it brought with it other problems. An additional 1.3 million children were enrolled in schools. The rapid increase in numbers has triggered widespread concern about the quality of education. This paper discusses the problems teachers have to grapple with, particularly in the absence of additional targeted resources to the education sector. The paper also makes recommendations

Access To Literacy Empowerment Through Systematic Interventions: English Literacy Benchmarks In Kenya

English language in Kenya has been given a higher status as compared to other languages. Apart from being the official language, it is the language of instruction from primary four upwards. Stakeholders also regard it as the language of social and economic upward mobility. Recognition of English mastery notwithstanding, there is evidence that the reality in the school system is far below the ideal. Although the shortcomings in the mastery of literacy in English in Kenyan primary schools are associated with a number of factors, studies done in this area have not delved into detailed intervention approaches needed to improve English Literacy in primary schools. It was therefore, important to develop benchmarks as standards to inform policy makers, curriculum developers, teachers, teacher trainers and materials developers. This paper reports the results of a nationwide study aimed at reducing illiteracy in Kenya by developing interventions in form of English Literacy benchmarks for primary grades 3 and 6.This study was done by a team of  Research and Development researchers, with the support of the Rockefeller Foundation. This is the first time attainment standards of any kind have been developed in Kenya

Underachievement in Reading and Writing Skills and the Implications in Promoting Life-Long Learning

The ability to read and write has been regularly identified as key variables that impact education quality and relevance. It is predicated that in addition to being important learning competences, reading and writing are essential tools as they are the main gateway to accessing and disseminating  knowledge and skills in and out of school. When children are unable to read efficiently, the path to gathering printed information is blocked. In Kenya, English is inter alia, the language of examinations, textbooks and the medium of instruction from primary class four upwards. Recognition of the importance of English language mastery notwithstanding, there is evidence that the reality in the school system is far below the ideal. This Paper reports the findings of a research done to establish the English reading and writing literacy levels of primary school learners in Kenya. Criterion-referenced tests based on developed English literacy benchmarks were administered nationally to a representative sample of learners in primary class six. The results showed that the majority of learners had not attained the desirable English literacy competence levels to be able to access curricula of subjects taught in English or express their ideas in writing. This paper will discuss the impact of reading and writing underachievement on provision of quality education in the Free Primary Education (FPE) era. The research project was supported by the Rockefeller Foundation. Key Words: Benchmarks, Attainment targets, Quality, Fundamental skills, Competences

HIV/AIDS, Human Rights, and Legal Services in Uganda

Based on interviews, examines the legal and policy framework affecting the rights of people living with HIV/AIDS. Recommends integrating legal aid into HIV services, strategic litigation, legal empowerment, advocacy, and creating support mechanisms

Teachers’ and School Administrators’ Preparedness in Handling Students with Special Needs In Inclusive Education In Kenya

The philosophy of social inclusion is embedded in current legislation of the convention of child rights and the requirement of equal opportunities for those with disability (Salamanca Statement, 1994).  Inclusive education entails taking care of all students including those with special needs like physical, mental or developmental. This paper reports the outcome of a study that assessed the level of teachers’ and school administrators’ preparedness to handle inclusive education. The participants were 140 teachers and 13 Principals of selected secondary schools in Kenya. A questionnaire, interview schedule and classroom observation tool were used for data collection. Data were analysed descriptively and using inferential statistics. Results revealed physical infrastructure and instructional resources are unsuitable to support learners with special needs. There was general lack of teacher training on pedagogy and knowledge on how to handle students with special needs. School management policies regarding learners with special needs were not comprehensive enough to cater for all students. Collaboration among teachers to support learners with special needs falls below expectation. There is need to develop knowledge base on inclusive education, to meet learning needs of individual students. Teachers should undergo periodic refresher courses to develop personalized learning approaches, skills and competences, to effectively handle the heterogeneous nature of contemporary classes. Key words: Inclusive education, Special needs, Preparedness, Pedagogical knowledge bas

Acute and Sub-Acute Toxicity of Dichloromethane-Methanol Root Bark Extract of Teclea trichocarpa Engl. (Rutaceae) in Rats

The in vivo toxicity profile of dichloromethane-methanol (50:50 % v/v) extract of Teclea trichocarpa Engl. (Rutaceae) root bark using Wister rats is reported. No death occurred in the oral acute and sub-acute toxicity studies. In the acute intraperitoneal test, all the animals at 2000 mg/kg developed convulsions followed by death within 3 min; at 300 mg/kg, death occurred within 4-48 h, but there was no death at 50 mg/kg. In the acute oral, subacute oral and 50 mg/kg acute intraperitoneal tests, all haematological and biochemistry parameters fluctuated but remained within normal limits, suggesting that T. trichocarpa root bark extract is practically non-toxic and supports the safety of this plant as a traditional herbal remedy. However, toxicity of the extract on intraperitoneal administration requires further study.Key words: Teclea trichocarpa, root bark extract, acute toxicity, sub-acute toxicit

No Turning Back

Stigma, criminal laws, and punitive policing practices harm sex workers, including their health. In response, a growing number of authorities across the world have called for the decriminalization of sex work and support to sex worker–led organizations. However, the way sex worker groups engage with law enforcement, health providers, and their own communities to address these concerns has received much less attention.The six case studies presented in this publication—in Kenya, Kyrgyzstan, Ukraine, South Africa, and Zimbabwe—offer a look at real-life sex worker–led programming that has reduced police abuse, health risks, and other adverse impacts of bad laws and law enforcement on sex workers

The impact of History teaching/learning resources on student performance in KCSE History examinations: A case of Tigania and Igembe districts Meru County, Kenya

This study set to establish the impact which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study aimed at establishing how learning and teaching resources impact on performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study covered the period between 2005 and 2009. It involved public and private secondary schools (mixed and single sex, boarding and day school). The study was conducted using descriptive survey design. The study used probability sampling where simple random sampling was employed. The collection of data was done using questionnaires for head teachers and teachers, interview guide for parents, and focus group discussion with form three History students. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. It was found that teaching-learning resources are statistically significant in learning and teaching of History. From the findings, most schools in the two districts (75%) lacked a library and of those schools which have a library only 18.2% are adequately stocked with History learning /teaching resources. Key Words: Learning/Teaching Resources on student performance, Tigania and Igembe Districts

An analysis of History teaching methodology in High schools: A case of Tigania and Igembe districts, Meru County, Kenya

This is a part of a larger study that was set out to establish pedagogical and other factors which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study was aimed at establishing History teaching methods which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study was carried out using descriptive survey design. The study used probability sampling where simple random sampling was used. Data collection employed questionnaires for teachers, and focus group discussion for the form three History students. The respondents for the study included forty (40) teachers, and four hundred (400) students who formed sixty (60) groups. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. Although some teaching methods were found to be commonly used while others were often or rarely used, the impact of teaching methods on KCSE History examination performance was only significant for debate, brainstorming and panel methods. Key Words: History teaching methods in High Schools, Tigania and Igembe Districts