https://repository.seku.ac.ke/handle/123456789/7319 2026-04-04T15:01:30Z 2026-04-04T15:01:30Z Mwangi, Paul N. Mugambi, Kyama https://repository.seku.ac.ke/handle/123456789/7526 2025-12-19T08:50:21Z 2024-03-08T00:00:00Z

Title: African Pentecostalism from an African perspective Authors: Mwangi, Paul N.; Mugambi, Kyama Abstract: The growth of African Pentecostalism impacts practice and expression of Christianity both on and off the continent. The range of Pentecostal expressions presents new avenues of discourse for world Christianity studies. This chapter delves into the diversity of these movements along with the definitive elements they share. The study begins with an assessment of the historical antecedents critical for the development of contemporary Pentecostalism. Of primary importance is the role of African Initiatives in Christianity (AICs) which played an indispensable role in establishing plausibility structures for truly African Christian expressions. The chapter goes on to examine the practice and expression of African Pentecostalism. In focus here are theological underpinnings that motivate the praxis of this pneumatic Christianity. Next comes a survey of the features that characterize African Pentecostalism in its various forms. The chapter examines salient themes in the vibrant liturgical practices of this Christianity. The link between mission and globality in African Pentecostalism stands out as an important feature with implications on Christian expression beyond Africa. Through the study African Pentecostalism emerges as a creative spiritual engagement with rapidly changing African urban realities. The chapter contributes to world Christianity scholarship that takes seriously voices from within the movements within the continent. The piece is part of a growing body of literature on African perspectives that engage the theme of translatability of Christianity across cultures. Description: DOI https://doi.org/10.1007/978-3-031-48270-0_39

2024-03-08T00:00:00Z Harrison, Sylvia Yengwe, Jones Mwelwa-Zgambo, Lukonde Kasivu, Gideon M. Mwania, Jonathan M. Kiggundu, Joseph Ngamau, Catherine Obegi, Felix Loyolah, Richard Määttänen, Satu Laitinen, Eija https://repository.seku.ac.ke/handle/123456789/7420 2023-12-06T07:35:54Z 2022-01-01T00:00:00Z

Title: The challenges and needs of professional teacher training Authors: Harrison, Sylvia; Yengwe, Jones; Mwelwa-Zgambo, Lukonde; Kasivu, Gideon M.; Mwania, Jonathan M.; Kiggundu, Joseph; Ngamau, Catherine; Obegi, Felix; Loyolah, Richard; Määttänen, Satu; Laitinen, Eija Abstract: The growing understanding on learning processes is calling for transformation from lecture-based to student-centered teaching methods, such as problem-based learning (PBL). However, lack of professional development opportunities and subsequently, inadequate knowledge and skills to implement student-centered methods and PBL lead to low adoption rates of the methods. With focus on PBL, this article scrutinizes the challenges teachers face in their professional development and provides solutions and recommendations to overcome these challenges. These findings can be utilized by training providers and whole educational community to provide quality professional development opportunities to teachers around the world.

2022-01-01T00:00:00Z Mulwa, Janet K. Mwanza, Rose Kasivu, Gideon M. https://repository.seku.ac.ke/handle/123456789/7196 2023-11-30T09:59:58Z 2023-04-01T00:00:00Z

Title: Implementation of competency-based curriculum in higher education institutions in Kenya Authors: Mulwa, Janet K.; Mwanza, Rose; Kasivu, Gideon M. Abstract: The growing global economy has brought about new challenges and requirements. This calls for reforms in the education sector. This chapter sought to investigate preparedness of higher institutions of learning on implementation of competency-based curriculum (CBC) in Kenya. The primary objectives were to establish the level of training of academic staff and availability of teaching learning resources for competency-based curriculum implementation in higher institutions of learning. The study established that universities in Kenya will receive the first competency-based curriculum cohort in the year 2029, and preparations for the implementation of the new curriculum are ongoing. Description: DOI: 10.4018/978-1-6684-6586-8

2023-04-01T00:00:00Z Kyambi, Fredrick D. Maithya, Redempta Cheloti, Selpher K. https://repository.seku.ac.ke/handle/123456789/5589 2023-11-30T09:46:45Z 2019-01-01T00:00:00Z

Title: Effect of Pupil-Teacher Ratio on Teacher Workload in Public Primary Schools in Mwingi North Sub-County Kenya Authors: Kyambi, Fredrick D.; Maithya, Redempta; Cheloti, Selpher K. Abstract: This study investigated the effect of pupil-teacher ratio on teacher workload in public primary schools in Mwingi North Sub-County, Kenya. The study used descriptive survey design with a sample of 135 respondents comprising of 44 head teachers, 88 teachers and 3 education officers. Research instruments were questionnaires for head teachers and teachers and interview schedules for the three education officials; Sub-County Director, Teachers Service Commissioner, Sub-County Quality and Standards Officer and the Chief Education Officer. Validity of the instruments was ascertained through expert judgment at the School of Education while reliability was determined using Pearson’s Product Moment Correlation Coefficient. Quantitative data was analyzed using descriptive statistics and presented in percentages, frequencies, means and standard deviation. The null hypothesis was tested using the chi-square analysis at the. 05 level of significance. Qualitative data was analyzed based on the themes emanating from the study objectives. The findings of the study revealed that Pupil-Teacher Ratio had a statistically significant effect on teaching workload at 5% level of significance. This study concluded that schools in the area under study had a higher pupil to teacher ratio which had a significant negative effect on academic performance. The study recommends, among others that the Teachers Service Commission should employ more teachers in the study area in order to solve the problem of teacher shortage currently experienced and that schools should employ more teachers on Board of Management terms.

2019-01-01T00:00:00Z