https://repository.seku.ac.ke/handle/123456789/2 2026-08-07T05:08:31Z 2026-08-07T05:08:31Z Muruli, Elphas Owano, Ashah Oyieke, Lilian https://repository.seku.ac.ke/handle/123456789/8418 2026-08-05T11:45:05Z 2026-08-04T00:00:00Z

Ontologies of ich symbolic tacit Indigenous knowledge of a bull among the Isukha community, Kenya Muruli, Elphas; Owano, Ashah; Oyieke, Lilian The primary purpose of this study was to investigate the ontologies of intangible cultural heritage that facilitate the transfer of symbolic tacit indigenous knowledge of a bull (STIKaB) among the Isukha community of Kakamega East Sub-County, Kenya. The following research objectives were addressed: establish ontologies of ICH symbolic tacit indigenous knowledge of a bull in Isukha, determine factors affecting these ontologies and propose amelioration strategies to safeguard ontologies of ICH symbolic tacit indigenous knowledge of a bull in Isukha. Drawing on focused ethnography, a purposively selected sample of 60 bull raisers and indigenous knowledge custodians took part through key informant interviews, focus group discussions, and participant observations between January 2025 and January 2026. Data were analysed thematically using NVivo, with photographic and audio material used for triangulation in addition to the use of the knowledge transfer process and indigenous knowledge transfer models. Findings show that symbolic tacit indigenous knowledge of a bull (STIKaB) is distributed across interconnected domains of cultural life, including oral traditions, performing arts, social practices, rituals, and traditional craftsmanship. However, most of these ontologies of ICH are undocumented, making the transfer of tacit indigenous knowledge of a bull difficult. The study contributes to ICH scholarship by expounding how symbolic tacit knowledge operates beyond textual description, and to indigenous knowledge debates by positioning STIKaB as a dynamic, practice-based ontology sustained through lived cultural engagement, demonstrating that symbolic tacit indigenous knowledge is constituted through relational rather than classificatory logic. The study concludes that STIKaB constitutes a relationally sustained ontology rather than a fixed classificatory structure, with meaning continuously generated through lived cultural practice. DOI: https://doi.org/10.37284/eajtcr.9.1.5480

2026-08-04T00:00:00Z Muruli, Elphas Oyieke, Lilian Owano, Ashah https://repository.seku.ac.ke/handle/123456789/8417 2026-08-05T11:36:43Z 2026-08-04T00:00:00Z

Inclusive innovations in the transfer of tacit Indigenous knowledge of a bull as intangible cultural heritage among the Isukha community, Kenya Muruli, Elphas; Oyieke, Lilian; Owano, Ashah Tacit indigenous knowledge plays a crucial role in discussions surrounding inclusive innovation, emphasizing the diversity of relevant stakeholders and marginalised viewpoints. Tacit indigenous knowledge is the deep-rooted, intuitive understanding and expertise that resides within individuals. The significance of tacit indigenous knowledge transfer includes cultural preservation through cultural ceremonies that convey important cultural meanings and build community resilience. Safeguarding intangible cultural heritage is contingent upon the effective transmission of tacit indigenous knowledge across generations. This paper investigated inclusive innovations in the transfer of tacit indigenous knowledge of a bull, a central symbol in the Intangible Cultural Heritage among the Isukha Community in Kenya. Specifically, the study focused on strategies and approaches to inclusive innovations, namely: participatory methods; learning by interacting; apprenticeships and mentorship; integration of knowledge systems; strengthening local institutions and collaborative decision-making. The study adopted the Knowledge Transfer Process Model, which involves the following phases: Identify critical knowledge, Prioritize which knowledge is most important to transfer, Capture and Transfer this knowledge using various methods, and finally Share and Store it for future access and reuse. To achieve this, the study was guided by a descriptive qualitative research approach including ethnographic fieldwork, oral histories, and participatory observation. Data were collected through key in-depth interviews with community knowledge holders and focus group discussions focusing on observable interactions involving the bull, such as gestures, rituals, stories, songs, and healing practices. The community population was 111,743. A Sample size of 60 bull raisers, elders, culture teachers, bull enthusiasts, and indigenous knowledge experts was used. Inclusive innovations are vital in sustaining the transfer of tacit indigenous knowledge assets among the Isukha. The interplay of traditional practices and inclusive technologies presents new challenges and opportunities in tacit knowledge transfer of a bull among the Isukha community. Challenges include indigenous data sovereignty and free prior informed consent. Benefits include sustainable solutions, community empowerment, and overall deeper understanding of cultural processes and matters of a bull. The paper contributes to the case studies of indigenous communities and strengthens discussions on intangible cultural heritage of a bull through inclusive technologies and concludes that traditional oral methods are insufficient against cultural erosion. Researchers recommend implementing a structured knowledge capture model that integrates traditional practices with inclusive innovations to bridge generational and gendered gaps as a safeguard to this heritage. DOI: https://doi.org/10.37284/eajtcr.9.1.5478

2026-08-04T00:00:00Z Kithungu, Rose M. Kasivu, Gideon M. https://repository.seku.ac.ke/handle/123456789/8416 2026-08-05T07:48:30Z 2026-07-29T00:00:00Z

Assessing cybersecurity preparedness for enhanced digital transformation; a case of selected public TVET institutions in Kenya Kithungu, Rose M.; Kasivu, Gideon M. Technical and Vocational Education and Training (TVET) institutions play a pivotal role in equipping the Kenyan workforce with the knowledge, skills and competencies required in the digital era. The increasing digitalization of institutional procedures and the extensive adoption of technologies have exposed TVET institutions to cybersecurity threats. These threats compromise institutional integrity, protection of data and sensitive information, and disrupt teaching and learning processes. This study assessed cybersecurity preparedness in selected public TVET institutions in Kenya by investigating the internal cybersecurity policies, practices, technologies, incident response and recovery procedures of identifying existing vulnerabilities and areas of improvement. The study embraced mixed-methods research approach, integrating quantitative surveys with qualitative interviews involving the key stakeholders. Random sampling techniques was used to select fifty TVET institutions, questionnaires were used as data collection tools. The findings revealed some TVET institutions had made significant progress in developing and implementing internal cybersecurity policies and controls. The study also found that many institutions were inadequately prepared to address advancing cyber threats. Key challenges identified by the researcher include the absence of comprehensive cybersecurity preparedness strategies, insufficient financial and technical resources, limited staff in-service training, and inadequate cybersecurity awareness programmes. The recommendations were; TVET institutions to develop comprehensive internal cybersecurity strategies and policies, management to ensure implementation of the policies, conduct regular cybersecurity risk assessments, strengthen incident retort and recovery competences, and ensure continuous cybersecurity preparedness and capacity-building programmes for staff and students. This measures will ensure safeguarding of institutional data and information, protect critical information technology resources, and enhance digital transformation. DOI: 10.47772/IJRISS.2026.100700214

2026-07-29T00:00:00Z Kithungu, Rose M. Kasivu, Gideon M. https://repository.seku.ac.ke/handle/123456789/8415 2026-08-05T07:35:40Z 2026-07-29T00:00:00Z

An evaluation of institutional related conditions which determine teacher retention in public primary schools in Machakos County, Kenya Kithungu, Rose M.; Kasivu, Gideon M. Educational institutional should provide conducive working conditions to retain teachers long for academic excellence. The ministry of education ensures staffing of teachers in public learning institutions for provision of quality education. Retention of teachers has been an issue of concern in the management of public primary schools and interferes with continuity in learning which has informed the need for this study. The study intended to evaluate the influence of institutional related conditions on teacher retention in public primary schools in Machakos County, Kenya. The study was based on the Fredrick Herzberg’s’ Two-factor theory and embraced the mixed method approach. The target population comprised of 898 headteachers, 8768 teachers, 9 TSC Sub-County directors and one TSC County director in Machakos County. The study employed census sampling, simple stratified proportionate sampling, and random sampling to select the study respondents. Questionnaires were used to collect data for headteachers and teachers while interview schedules were used to collect data from the TSC Sub-County directors and the TSC County director. Content Validity of research instruments was ascertained using a pilot study while reliability of instruments was ascertained using Test-Retest technique. Qualitative data entry and organization; content analysis and interpretation were conducted based on the study objective. Quantitative data was analyzed using percentages and reported in graphs, charts and frequency distribution tables. Qualitative data drawn from interview was transcribed into themes and integrated with rest of the data for purposes of triangulation. Coefficient of Correlation was used on hypotheses to establish the influence of institutional conditions on teacher retention. Hypothesis was tested at 0.05 level of confidence. The study results indicated that there was a statistically strong significant relationship between institutional related conditions and teacher retention in public primary schools in Machakos County, Kenya. The results showed that institutional related conditions were significant at (p) levels of 0.024. The study concluded that institutional related conditions influenced teacher retention. Based on the results the study recommended Ministry of Education, Teachers Service Commission, Boards of Management, and school administration should provide favourable institutional working conditions for teacher retention. DOI: 10.47772/IJRISS.2026.100700215

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