CITIZENS’ PERCEPTIONS ON THE EFFECTIVENESS OF COUNTER TERRORISM MECHANISMS USED BY THE GOVERNMENT: A CASE OF NORTHEASTERN REGION, KENYA

Terrorism in Kenya in particular and the world in general has become a huge mysterious and unresolved phenomenon. It has given governments nightmares. It often shapes up and assumes the behavior of a chameleon and strikes from the least expected angle. Many people lost their lives here in Kenya and across the globe. A lot of resources and intelligence were applied by even the relatively most powerful nations in the world but could not eventually succeed. It is an emerging and evolving issue. Terrorists employ different strategies besides the traditional forms. For example on the Garrisa University attack during which 148 students were killed, Kenyan born nationals were used to carry out the attacks, one of the attackers being a law graduate from a local university. These new strategies increasingly show that terrorists are recruiting, training and executing attacks within Kenya mercilessly. In light of the above, this study was initiated to understand the various modalities the government uses to counter terrorism, seeks to review these strategies and suggest diversified, comprehensive, multidimensional and all-inclusive strategies of counter terrorism, in Kenya and the Horn of Africa. The study was carried out in the Northeastern counties of Mandera, Wajir and Garissa targeting 120 respondents. The respondents were randomly selected with adherence to the diversity in the population. The study found out that the strategies used by the government to combat terrorism is not effective and has not achieved its objectives. The government uses militaristic form which has made the residents not cooperate with the security apparatus. The research suggests that the government changes its tactics and makes it more participative and collaborative.  Article visualizations

Reflective Teaching: It’s Benefits to the Contemporary Teacher

Teaching the recently introduced Competency Based Curriculum (CBC) in Kenya, requires that teachers equip themselves with knowledge and instructional skills that are fit for the 21st century learner. The 21st century teaching competencies include effective classroom, institutional and professional leadership; mastery of and adherence to policies and practices that positively influence students’ learning; establishment of respectful environments for diverse populations of students, mastery of subject content; ability to facilitate learning through instructional planning, demonstration of acumen and versatility, display of awareness of technology to enhance learning and design of assessments (both formative and summative), that are in line with what was taught. (Nessipbayeva, 2012). Last but not least, it is the skill of constant reflection on their practice as teachers. With reflection, teachers analyze student learning by using data to provide ideas about what can done to improve learning. Reflective practice also helps them to link their professional growth to their professional goals; they adopt and implement recommended activities for professional learning and development. Moreover, reflective practice enables teachers to function effectively in complex and dynamic environments; they do this by constantly engaging in and using a variety of up-to-date research-verified and peer approved approaches to improve teaching and learning. (Nessipbayeva, 2012) Keywords: Reflective Practice, Personal Learning Network, Competency Based Curriculum DOI: 10.7176/JEP/14-6-11 Publication date: February 28th 202