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Direct linkMary Mendenhall – Globalisation, Societies and Education, 2024
This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers'…
Descriptors: Foreign Countries, Teachers, Refugees, Faculty Development
Shakila Dada; Cathy Flores; Kirsty Bastable; Kerstin Tönsing; Alecia Samuels; Sourav Mukhopadhyay; Beatrice Isanda; Josephine Ohenewa Bampoe; Unati Stemela-Zali; Saira Banu Karim; Legini Moodley; Adele May; Refilwe Morwane; Katherine Smith; Rahab Mothapo; Mavis Mohuba; Maureen Casey; Zakiyya Laher; Nothando Mtungwa; Robyn Moore – International Journal of Language & Communication Disorders, 2024
Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and…
Descriptors: Intelligent Tutoring Systems, Augmentative and Alternative Communication, Curriculum Development, Technology Uses in Education
Moses Njenga – Journal of Adult and Continuing Education, 2024
Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational…
Descriptors: Foreign Countries, Vocational Education Teachers, Faculty Development, Barriers
Sheila Gaciku Kinothia – ProQuest LLC, 2023
The purpose of this quantitative correlational research was to assess the relationship, if any, between early childhood teachers' participation in technology-related professional development, based on the number of hours taken for the past 12 months, and their attitudes towards technology use and integration of technology in the early childhood…
Descriptors: Foreign Countries, Early Childhood Teachers, Faculty Development, Teacher Attitudes
Radhakrishnan, Dhinesh Balaji – ProQuest LLC, 2020
Estimates of "Street Youth" (SY) (those who live/work on the streets) show 150 million around the world, with approximately 50,000 in Kenya alone as of 2018. Challenges these youth face remain a significant barrier to national governments achieving Sustainable Development Goal 4 (Quality Education) targets, as formal schools limit access…
Descriptors: Foreign Countries, Homeless People, Youth, Informal Education
Download full textHeillyn Camacho; Lone Dirckinck-Holmfeld; Geoffrey Tabo – Design and Technology Education, 2023
This article presents a design-based research (DBR) methodology to develop a teacher professional development intervention that is aimed at helping teachers become designers of student-centred e-learning activities. The intervention was tested at Gulu University (GU) and Maseno University (MU), and a set of activities and tools, as well as six…
Descriptors: Student Centered Learning, Faculty Development, Intervention, Design
Smilak, Nicole R. – ProQuest LLC, 2023
Research demonstrates corporal punishment can negatively affect learning outcomes, produce feelings of isolation, and increase rates of aggression and anxiety in the students with whom it is used Gershoff, 2017; Lansford et al., 2014). Although Kenya outlawed corporal punishment in schools in 2001 (Government of Kenya, 2001), these practices have…
Descriptors: Foreign Countries, Applied Behavior Analysis, Learner Engagement, Classroom Techniques
Njenga, Moses – Hungarian Educational Research Journal, 2022
The development of Continuing Professional Development (CPD) programs for vocational teachers in Africa has been hampered by a lack of relevant research on their CPD practices and learning needs. This study therefore investigated the learning needs of vocational teachers in Kenya based on the professional competencies vocational teachers identify…
Descriptors: Foreign Countries, Vocational Education, Faculty Development, Vocational Education Teachers
Ashley Elizabeth Knochel – ProQuest LLC, 2023
This study examined the impact of a multi-component coaching process on Kenyan school professional's facilitation of the Prevent Teach Reinforce for Young Children (PTR-YC) model and its corresponding effects on student challenging behavior in an early childhood education setting in Nairobi, Kenya. Three school professionals were trained to…
Descriptors: Coaching (Performance), Intervention, Prevention, Faculty Development
Zholdoshalieva, Rakhat, Ed.; Teng, Jian Xi, Ed.; Ayyappan, Annapurna, Ed.; Tu, Boxuan, Ed. – UNESCO Institute for Lifelong Learning, 2022
Poor literacy skills can result in exclusion and reduce people's capacity to participate in political, social, cultural and economic life. This is important for migrants, refugees and internally displaced persons (IDPs) who seek to live and work in a dignified, safe and fair environment and to be engaged members of their new communities. The…
Descriptors: Technological Advancement, Technology Uses in Education, Literacy Education, Refugees
Ouma Omito – Pakistan Journal of Distance and Online Learning, 2024
This study was based on online university education during the COVID-19 period in Kenya. The purpose of the study was to establish the readiness of Kenyan universities for online education during COVID-19 period. Online survey method generated data from 11 universities through content analysis. The data were analyzed qualitatively and interpreted.…
Descriptors: Online Courses, COVID-19, Pandemics, Universities
The Effectiveness of an Online Training Module for Pre-Service and In-Service Teachers: A Case Study
Areej ElSayary; Jenny Eppard; Laila Mohebi; Fatima Bailey; Hanada Thomure – Journal of Educators Online, 2024
This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers' satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of…
Descriptors: Electronic Learning, Preservice Teachers, Teachers, Teacher Education
World Bank, 2021
This summary is based on the accompanying "Monitoring and Evaluation for In-Service Teacher Professional Development Programs: A Technical Guidance Note." The guidance note provides details on these highlights and sets out how to navigate some of the challenges that governments and other organizations may face when designing and…
Descriptors: Program Design, Educational Resources, Faculty Development, Progress Monitoring
Daniel Ochieng Orwenjo – Africa Education Review, 2024
This paper reports the findings of a pilot project, Open Resources for English Language Teaching (ORELT), that aimed to introduce open resources for teaching English in Kenyan junior secondary schools alongside the traditional textbooks that until now have been the only teaching resources available to teachers and learners. The ORELT materials,…
Descriptors: Educational Innovation, Pilot Projects, Open Educational Resources, English (Second Language)
Michelle L. Damiani; Brent C. Elder; Benson O. Oswago – International Journal of Inclusive Education, 2024
The purpose of this article is to trace the academic lineage of models of inclusive education in Kenya, as some large international development organisations look to the region as a guide for disability inclusive education programs and projects. With the current focus on developing sustainable inclusive education systems in low-resourced countries…
Descriptors: International Education, Inclusion, Foreign Countries, Sustainability
