(+254) (0) 709-691-000/111          admissions@cuea.edu          Main Campus Lang’ata, Nairobi, Kenya

Members of Faculty

Specialization: Educational Administration and Planning

Qualification: Doctor of Philosophy - 2010 and Master of Education-2002(CUEA) and Bachelor of Education- 1993 (Kenyatta University).

Prof. Adhiambo has 18 years experience of teaching at the university. She has attended both national and international conferences where she presented papers and has published them widely. She could be contacted through the following: jacinta@cuea.edu or adhiambojm@yahoo.co.uk

Research and Publications

Adhiambo, J. M. (2019) Catholic schools in Kenya: History, achievements, and challenges, International Studies in Catholic Education, 11:2, 159-177, DOI: 10.1080/19422539.2019.1641049.

Adhiambo, J. M. (2019). Ethics and management of university academic staff: A Kenyan perspective in Obiora, F. Ike, Justus Mbae, Chidiebere Onyia (Eds.). Mainstreaming Ethics in Higher Education: Research Ethics in Administration, Finance, Education, Environment and Law. Globethics.net Education Ethics, 4. Geneva: Globethics.net 2019. ISBN 978-2-88931-300-6 (online version).

Adhiambo, J. M (2017). Principal leadership for secure schools: A case study of a secondary school in Kenya In Mwenge Catholic University 3rd Annual Conference: Language and Education, November, 24-25, 2016, Moshi Tanzania. Nairobi: Acken Media Services.

Bwenvu, G; Adhiambo, J. M & Anyona, J. (2020). Teacher experience as determinants of students’ academic performance in science subjects in Uganda Certificate of Education Examinations in Buikwe District, Uganda. European Journal of Education Studies ISSN 2501 - 1111 Volume 7, Issue 8, 250-258, 10.46827/ejes.v7i8.3215.

Bwenvu, G; Adhiambo, J. M & Anyona, J. (2020). Teacher Class Management Skills as Determinants of Students’ Academic Performance in Science Subjects in Uganda Certificate of Education Examinations in Buikwe District, Uganda. European Journal of Education Studies ISSN 2501 - 1111 Volume 7, Issue 8, 2020 10.46827/ejes. v7i8.3215.

Chundung, G. P., Adhiambo, J.M. & Mwalwa, S. (2020). Teachers’ use of visual aids in enhancing teaching and learning process in public primary schools in Barkin-Ladi, Plateau State, Nigeria in European Journal of Education Studies, 7(11), 582-603. ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available online at: www.oapub.org/edu Open Access Publishing Group 582 DOI: 10.46827/ejes.

v7i11.3387.

Domeniter, N. K., Adhiambo, J. M., Mwalw’a, S. M., & Waweru, J. C. (2018). Influence of lecturers’ preparedness on examination setting techniques and quality of Examinations in public universities in Kenya. in Journal of Strategic Business and Change Management, 5(3), pp 450-474, August 12, 2018. www.strategicjournals.com, ©strategic Journals.

Kamotho, M. W.; Adhiambo, J.M. & Mailu, S. (2019). Principal’s classroom observation: Practice and impact on teachers’ job performance in Kangundo Sub County, Machakos County, Kenya. International Journal of Educational Theory and Practice, 2(1), 1-19. http://www.ijetp.com http://www.finessejournals.com.

Ochino- Onyango, E. A., Adhiambo, J. M., & Wambiya, P. (2018). Principals’ attitude towards quality assurance and standards assessment: Implications to secondary schools supervision in Nairobi, Kenya, in The International Journal Of Humanities and Social Sciences, 6(7), July, pp 75-87. www.theijhss.com ISSN: 2321-9203.

Oywak, S, O., Adhiambo, J.M, & Wambiya, P. (2019). Resilient but Overwhelmed: How do Students in South Sudan Public Universities Cope with the Rising Net Cost? The Cradle of Knowledge: African Journal of Educational and Social Science Research Volume 7 No.2, 2019 ISSN 2304-2885-p, 2617-7315e.

Area of Specialization: Educational Administration and Planning

Publications and Research (2018-2020)

Adongo, F. Nduku, E & Anyona, J. (2020). Financial Factors And Students’ Retention In Private Universities In Langata Sub-County, Nairobi County. African Journal of Emerging Issues. Vol (2), Issue 12, Pg. 1-17

Ndambuki, M. L; Nduku, E & Mwaniki, C. (2020). Principals’ Instructional Strategies and students’ academic performance in Machakos Sub-County, Kenya. Journal of Popular Education in Africa July, August & September 2020, Volume 4, Number 7, 8 & 9

Nduku, E. (2019). A Review of Ethical Issues Facing Administrators in Institutions of Higher learning in Sub Saharan Africa. International Journal of Educational Theory and Practice, Vol 2. No. 4, pp. 1-15

Samuel, P. Nduku, E & Machyo, C (2019). Impact of School Principals’ Communication Techniques on Teachers’ Job Satisfaction in Private Secondary Schools in Juja Sub-County, Kiambu County, Kenya. International Journal of Educational Theory and Practice, Vol 2. No. 1, 2019 Pages 20-37, Finesse Publishing Ltd

Kioko, C, Kang’ethe, S &Nduku, E (2019). Teachers Service Commission Sub-sector HIV and AIDS Workplace Policy and Provision of Support Systems in Nairobi County, Kenya Journal of Research, Innovation, and Implications in Education. Vol.3, Iss.3, 2019 (pp. 49-62)

Kioko, C, Kang’ethe, S &Nduku, E (2019). Stigma and Discrimination as Impediments to the Implementation of Teachers Service Commission HIV and AIDS Sub–Sector Policy among Public Secondary School Teachers in Nairobi County, Kenya. International Journal of Social and Development Concerns. Vol. 6 Article 4/11 | August 2019

Nduku, E& Ochieng, M (2019). Universities for Knowledge and Mercy: An African Perspective. International Journal of Educational Theory and Practice, Vol 1 No 1, pp. 1-15

Mugure , A, Momanyi , M & Nduku , E (2019). Conducting Performance Appraisal in Public Technical Training Institutions within Nairobi Region, Kenya. Journal of Popular Education in Africa, Volume 3, Number 5

Mugure, A, Momanyi, M & Nduku, Challenges Encountered in Lecturers’ Performance Appraisal in Public Technical Training Institutions in Nairobi Region, Kenya. Journal of African Interdisciplinary Studies (JAIS): Vol. 3, No. 8

Nduku, E. (2019). The Concept of Positive School Climate and its Application to Teaching and Learning in Secondary Schools in Kenya. International Journal of Educational Theory and Practice, Vol 2. No. 3, pp. 48-68

Kilile, J,M, Mwalw’a , S & Nduku. E (2019). Challenges Facing early Childhood Development Education Centres in the Implementation of the Competency-Based Curriculum in Mwingi West Sub-County, Kitui County. International Journal of Educational Theory and Practice, Vol 2. No. 3, 2019, Pages 36-47. Finesse Publishing Ltd

René, E. R., Nduku. E & Machyo, C. (2019). Principal’s Individualized Consideration on Students’ Academic Performance in Antsirabe I Madagascar. Journal of African Interdisciplinary Studies. 3(7), 94 – 109.

Kangalawe, C, Machyo , C & Nduku, E (2019). Assessment of Practical Skill in the Implementation of Competence-Based Curriculum in Secondary Schools of Temeke District – Tanzania. Stratford Peer Reviewed Journals and Book Publishing Journal of Education Volume 2||Issue 2||Page 71- 83||September ||2019|

Nduku, E (2019). Ethical Issues facing Teachers in the management of Inclusive Classroom in Sub- Saharan Africa in (Obiora. I, Mbae , J&, Chidiebere, O (Eds.) (2019). Mainstreaming ethics in Higher education. Globethics.net, Geneva

Nyagaka , H.N , Anyona , J & Nduku E (2018). Challenges of the Strategic Leadership Development Programme in the Public Service Commission of Kenya for effective service delivery. International Journal of Education and Research, Vol. 6 No. 9

Alela E, Nduku E and Kanga, A (2018). Relevance of performance contracting Policy in delivery of educational services in the Ministry of Education, Kenya. Researchjournali’s, Journal of Education, Vol.6 no 7 July 2018.

Alela E, Nduku E and Kanga, A (2018). Influence of Performance Contracting of Employee Job Satisfaction in the Ministry of Education, Kenya. Researchjournali’s, Journal of Human Rsource, Vol.6 no 2 July 2018

Cell: +254722274336/+2540733595137

Email: smwalwa@cuea.edu

Profile

Shem Mwalw’a is an articulate scholar, lecturer as well as researcher, and evaluator of programs and projects. He holds a Doctor of Philosophy Degree in Educational Research and Evaluation, a Master of Philosophy in Educational Communication and Technology, and a Bachelor of Education. Shem is a Lecturer at the Catholic University of Eastern Africa.

Dr. Mwalw’a’s academic investments are heavily on the mentorship of upcoming scholars and researchers. This is attested by 33 publications he has co-authored with both students and colleagues, coupled with the many students who have gone through his tutorship as a lecturer. Dr. Mwalw’a has vast experience as a practicing consultant in Research, Monitoring, and Evaluation. He is widely experienced in educational communication and technology, media design and pedagogy, coordination of distance and electronic learning, and has long-standing skills in school administration and university campus administration.

He has served as a University Campus Coordinator, being the contact person representing the university in many capacities. He has been a principal in several schools variously conducting the international and Kenyan curriculum, coupled with being a boarding master in both systems of education. Shem has previously undertaken several types of research and performed consultancy activities with several organizations through research as well as monitoring and evaluation.

Dr. Mwalw’a has worked with several universities including the International Leadership University, Kenyatta University, and Africa Nazarene University. At Africa Nazarene University he served as a Campus Coordinator while also undertaking lecturing duties. Currently, he is working with the Catholic University of Eastern Africa where he is a lecturer of Research and Evaluation Studies as well as Educational Communication and Technology and pedagogical studies as well as being the Head of Department, Undergraduate Studies in Education. Previously he has also been the Coordinator for the Open and Distance Electronic Learning, and Coordinator, the School Focused Program in the same university.

Brief Bio

Dr. Anne Kanga’s specialization is in Instructional Leadership and Educational Research with a keen interest in Mixed Methods and Qualitative research methodologies. Her research focuses on Educational Equality and Equity for the disenfranchised and Student-Centered Learning (SCL). As social inequalities and inequities in the society and reflected in educational institutions become more acute, she seeks to explore and foreground a better understanding of how respective social institutions and especially educational institutions can foster democratic practices for a just society.

Professional Education

Ph.D., University of Alabama, USA

MED, Kenyatta University, Nairobi, Kenya

BED, Kenyatta University, Nairobi, Kenya

Academic Appointments and Responsibilities

Senior Lecturer, Faculty of Education

Head, Teaching Practice and Mentorship Coordination, CUEA

Selected Publications

Kanga, A. (2019). Micropolitics and The Hidden Curriculum: Implications to Pedagogical Leadership of the 21st C African University. International Journal of Scientific Research, 8(1), 443-444.

Kanga, A. & Isaboke, C. (2018). Managing Online Teaching Faculty: A Case Study and Review of Literature on Mentoring of Online Faculty. In Keengwe, J.(Ed), Handbook of Research on Virtual Training and Mentoring of Online Instructors. IGI Global Publications (pp.364- 377).

Kanga, A., Maina, S., & Njoroge, L. (2017). Kenya’s Initiatives to Gender Equity in Basic Education through International and National Gender Framework Lenses. In Brown, E. & Zong, G. (Eds). Global Perspectives on Gender & Sexuality in Education: Raising Awareness, Fostering Equality, Advancing Justice. Information Age Publishing (pp. 19-43).

Kiogora, W. & Kanga, A. (2017). Distance Learning in Kenyan Universities: The Relationship Between Learners’ Characteristics and Academic Performance. In Keengwe, J. & Bull, H. P. (Eds), Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global Publications (pp. 231-244).

Kanga, A. (2016). Learner-Centered Pedagogies: A Critical Review of the Use and Implications for Learner Centered Pedagogies. In Keengwe, J. & Onchwari, G. (Eds), Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global Publications (pp.373-390).

Kanga, A. (2016). A Teaching Philosophy: A Prerequisite for Effective Pedagogical Practices in Teacher Education. In Keengwe, J., Mbae, J. & Onchwari, G. (Eds). Handbook of Research on Global Issues in Next-Generation Teacher Education, (chap 7). IGI Global Publications (pp. 123-135) Kanga, A. & Nderitu, K. (2015). Pedagogical Injustices of Private and Public Schooling in Kenya: Lessons from a Triangulation Convergence Design Study. General Education Journal, 4(2), 76-105.

Kanga, A., Njeru, L., Wachera, E., & Rutere, J. (2015). Rethinking Variant Models of Embedded Research Design within Qualitative Dominant Mixed Method Studies. General Education Journal, 4(2), 15-31.

Selected Professional Organizations

African Studies Association of Africa (ASAA)

American Educational Research Association (AERA)

World Educational Research Association (WERA)

E-mail: conyango@cuea.edu (official)

lynncawino@gmail.com (alternative)

Twitter: @lynncawino

ResearchGate: https://www.researchgate.net/profile/Carolyne_Onyango

ORCiD: 0000-0002-8040-0789

Career Summary: A professional educator with extensive experience teaching children, adolescents, and youth, offering international exchange counsel, training, and developing programs on education.

In addition to teaching, I am proficient at conducting research, evaluations, quality standards inspection of educational facilities/services, curriculum review, Strategic Plan review, real-time correspondence with international partners and writing reports; change agent and member of global CRC online hosted by Lund University Child Rights Institute (CRi@LU), member of SELF Research Centre; Council for the Development of Research in Eastern and Southern Africa (CODESRIA); Organization for Social Science Research in Eastern and Southern Africa (OSSREA); an active INASP-AuthorAID online research-writing course guest facilitator and moderator https://www.authoraid.info/en/community-moderators/.

Research Interests: Learning, self-concept, discipline, child/adolescence development

EDUCATION

In progress - Ph.D. studies in Educational Research and Evaluation, CUEA

`

2004 - Master of Education (Educational Psychology), Kenyatta University:

Thesis - Differential Perceptual Learning Styles among Pupils in Public Secondary School in Bondo District funded by 2002 CODESRIA Thesis Writing Research Grant.

1997 - Bachelor of Education (Arts) Kenyatta University, Upper 2nd Class Honours.

PUBLICATIONS

Peer-Reviewed Book Chapter: Onyango, C. L. A. (2019) Discipline through Collective Co-parenting: Case of Mothers’ Day Rights-based Participation Activities at Kapkoiga Girls High School in Kenya IN International Studies on Enactment of Children’s Rights in Education: 30 Researchers from non-Western Countries: LU

Peer-Reviewed Conference Paper: Onyango, C. L. A. (2016) Evaluating Teachers’ performance using multiple methods for effective learning in Kenya’s public schools

Peer-Reviewed Conference Paper “Conflict Prevention, Management and Resolution in Educational institutions in Kenya: Mainstreaming Peer Counselling and Mediation in Administration” In The Quest for Social Peace in Africa: Transformations, Democracy and Public Policy OSSREA (2002), 65-71.

Guest blog post: Onyango, C. L. A. (2016, July 7). AuthorAID Research Writing Course 2016 an eye-opener for a researcher from Kenya http://www.authoraid.info/en/news/details/1077/ Newspaper Commentary/Articles:

Nyangor, C. (2015, July 22) Peg teachers’ pay on effectiveness, The Standard https://www.standardmedia.co.ke/commentary/article/2000177156/peg-pay-on-effectiveness-to-end-strikes

Nyangor, C. (2012, March 7) Bright or not, give yourself a chance, The Standard https://www.standardmedia.co.ke/letters/article/2000053515/bright-or-not-give-yourself-a-chance

Specialization: Curriculum And Instruction

Email: cmachyo@cuea.edu

EDUCATION

B.ED, Kenyatta University, Nairobi, 1985-1988

MED, Curriculum And Instruction, University of New Brunswick, Canada, 1992-1994

MBA, Strategic Management, University Of Nairobi, Nairobi, 2001-2004

KEY SELECTED RESEARCH ASSIGNMENTS UNDERTAKEN

Kenya Institute of Curriculum Development Development of Scope and Sequence charts For Senior Secondary (Grades 10-12) Business Studies Panel, 2020

Centre de coordination de la Recherché Conducted an evaluation study of the Government of Kenya Poverty Alleviation projects and their contribution to poverty alleviation. A joint project of the Catholic University of Eastern Africa and the Centre de coordination de la recherché, 2013

Organization of Social Sciences in Eastern and Southern Africa 20th Gender Issues Research Grant – Forced Migration, Sexual Behaviour and the risk of HIV infection: The Case of Young Female Internally Displaced persons in Kenya, 2009

PUBLICATIONS

Sep 2019, Wambiya P., Machyo C., & Obong’o P., (2019) Headteachers Preparedness and Appropriate Ways of Addressing Financial Management Challenges. International Journal of Teaching & Education Volume 2, Issue 1, page 12 – 25

Oct 2019, Kangalawe, C., Machyo, M. C., & Nduku, S. D. E. (2019). Assessment of Practical Skill in the Implementation of Competence-Based Curriculum in Secondary Schools of Temeke District –Tanzania. Journal of Education, 2(2), 71-84.

Aug 2019, Samuel, P., Nduku, E., & Machyo, C. (2019). Impact of School Principals’ Communication Techniques on Teachers’ Job Satisfaction in Private Secondary Schools in Juja Sub-County, Kiambu County, Kenya. International Journal of Education Theory and Practice, 2(1), 20- 37.

June 2018, Niyigena, C., Ateka F., Machyo C., (2018) Ignatian Pedagogical Paradigm: How Teachers’ Consideration of Students’ Context Contributes to Holistic Education in Private Secondary Schools in Kigali City, Rwanda. International Journal of Innovative Research & Development Volume 7, Issue 6

Dec 2014, Oando S., Machyo C.N., Okello R. The Safe Schools For Girls Project Mid-Term Review/Longitudinal Study Report by Action Aid International Kenya

July 2014, Machyo C.N., Oando S., Adhiambo, J., Mailu S., Action For Children’s Rights To Education Project A Baseline Survey By Action Aid International Kenya

Coordinator, Part-Time and Early Childhood Education Programmes.

Dr. Celestine Ndanu brings a rich blend of experience in the education sector. Ndanu has over 30 years of senior-level experience in managing government education programmes. Ndanu holds a PhD from The Catholic University of Eastern Africa where she specialized in Curriculum Studies and Instruction and a Master’s degree in the same field. She has a higher diploma in Education Management from Kenya Education Management Institute.

She has been a contracted professional for Kenya National Examination Council since 1998. Ndanu is a panelist for the Kenya Institute of Curriculum Development CBC Teacher Education Programs. She is a Curriculum Consultant for Lan-X Africa education programs. Her doctoral dissertation focused on “Daycare Contres’ Preparedness in Enhancing Children’s Transition to Formal Education in Kiambu County Kenya.”

Publications

Deogratius, K., Urbanus, N. & Ndanu, C. (2019). Beneficiaries’ engagement and livelihood improvement: A case of Koinonia Programmes, Nairobi Kenya. IOSR Journal of Humanities and Science, IOSR (JHSS) Volume 17, Issue 8, Series 2, 05-05.

Miriam, S. O., Piliyesi, E. & Ndanu, C. (2016). Students’ time management skills on KCSE academic performance in public secondary schools, Kiambu County Kenya. Journal of Education Vol. 3, Issue 2, 1 – 24.

Mwaniki, C. N. & Kabuliwala, J. F. (202O). Influence of counseling services on grade one to four students’ academic performance in Aljamea-tus- Saifiyah University, Nairobi, Kenya. IOSR Journal of Humanities and Science, IOSR (JHSS) Volume 25, Issue 11, Series 7, 01-14.

Mwaniki, C. N., Kingwili, P. C. & Mwalw’a, S. (2020). Preparation of daycare children for primary school enrolment and schooling in Kiambu county Kenya. Journal of African Interdisciplinary Studies (JAIS) ISSN 2523-6725 Vol. 4 -7.

Mwaniki, C. N., Kingwili, P. C. & Mwalw’a, S. (2020). Daycare preparedness in enhancing children to the next level of schooling in Kiambu County Kenya. Journal of Popular Education in Africa Issue 4(7), 122 – 138.

Mwaniki, C. N. & Mue, J. S. (2015). Mixed methods research: the hidden cracks of the triangulation design. General Education Journal vol. 4; Issue 2; 46 – 67.

Ndambuki, M. L. Nduku, E. Mwaniki, C. (2020). Principals’ instructional strategies and students’ academic performance in Machakos sub-County Kenya. Journal of Popular Education in Africa, 4(9), 84 – 99.

Njoroge, C., Momanyi, M. & Mwaniki, C. (2020). Effectiveness of government tuition fees in enhancing students’ retention in selected secondary schools in Naivasha County, Journal of Popular Education in Africa, 4(10), 184-201. Sakir, C., Piliyes, E., & Mwaniki, C. N. (2019). Administrative skills of principals’ and students’ academic performance in public secondary schools in Lang’ata constituency Nairobi, Kenya. Journal of Popular Education in Africa Issue 3(10), 4 – 25.

Salim, O., Ndanu, C. & Achieng, A. L. (2020). Social-economic factors influencing boys’ dropout in public day primary schools in Kimeloi, Nandi South, Sub-County, Kenya. Journal of Popular Education in Africa. 4(9), 4-22.

Lecturer - Curriculum Development

E-mail: echepsiror@cuea.edu

Mobile: +254 729 644 577

Education and Professional Development

Ph.D. holder of The Catholic University of Eastern Africa, Faculty of Education, Specialty: Curriculum Studies and Instruction. Master of Education in Research and Evaluation of The Catholic University and Bachelor of Education Arts Moi University. A holder of Diploma in Education Management Institute. Further Professional Training at Kenya Education Management Institute of (KEMI)- Certificate of Public Procurement for Educational Institutions. Five- years of Working Experience in the teaching of Curriculum Studies and Instruction, Faculty of Education, in The Catholic University of Eastern Africa among other Universities.

Publications

Chepsiror, E. (2020). Influence of Determinants of Pupils Performance in the English Language at Kenya certificate of Primary Education (KCPE) Examinations: Analysis of Nandi County, Kenya. Journal of African Interdisciplinary Studies (JAIS) 4(10), 51-70

Chepsiror, E., Kigen, J. & Munyua, J. (2020). Influence of Class Size on Students’ Performance in the English Language: An Exploration of Nandi County, Kenya. Journal of Popular Education in Africa (JOPEA) 4(10), 71-91

Selem, C. S., & Chepsiror, E. (2016). Effects of Politics on Re-admission of Teenage Mothers in Secondary Schools in Eldoret West Sub-County, Kenya. Society Educational Research and Evaluation in Kenya (SEREK) 5 (1)

Chepsiror, E., Achoka, J. K., & Odoyo F. (2015). Improvement of Learning in Kenya Primary Schools; Parents Role in Nandi Central Sub-County, Kenya International Journal of Research in Humanities and social studies (IJRHSS) 2 (2)

Chepsiror, E., Achoka, J. S. K., Odoyo, F. S., & Jepchirchir, G.(2015). Parents' Extent Challenges to Academic Support to Their Children In Kenyan Public Primary Schools in Nandi Central Sub-County. Advances in Social Research Journal (ASRJ), 2(11) 68-76

SPECIALIZATION: Research and Evaluation

QUALIFICATIONS

2018

Doctor of Philosophy degree in Educational Research and Evaluation from The Catholic University of Eastern Africa

A certification course in Monitoring and Evaluation from Kenya Institute of Management.

2010-2013

Master of Arts Degree in Educational Research and Evaluation from The Catholic University of Eastern Africa.

2005–2010

Bachelor of Arts Degree in English and Literature from Kenya University.

PUBLICATIONS

Book Chapters

Atoni, R. Ogoti, E & Kitula, P. (2020). Fundamentals of Educational Research Published by Rinny Educational and Technical publishing Services: Nairobi Kenya.

Academic Papers

Atoni, R. (2020). Early Childhood Education and Literacy Development: A Perspective of Kenyan Elementary Grades published in International Journal of Research and Innovation in Social Science (IJRISS) IV, ISSN 2454-6186.

Atoni, R. (2020). Effect of Teachers’ Mother Tongue Interference on Learners’ Reading Proficiency in Government Owned Schools in Kenya published in International Journal of Innovative Research and Advanced Studies (IJIRAS) 7, ISSN: 2394-4404.

Atoni, R., Jemutai, S., &Ogula, P. (2020). Relationship between Physical Facilities and Students Performance in Biology in Secondary Schools in Nandi County, Kenya. Published in International Journal of Humanities and social studies,8 Issue 10.

E-mail: fateka@cuea.edu (official) atekaf9@gmail.com (alternative)

Career Summary

A professional educator with wealthy experience of many years in teaching, training, and developing programs on education. In addition to teaching, I conduct research, evaluate programs; carry out internal quality standards audits of services, curriculum review, member of society for research in child development (SRCD); organization for Social Science Research in Eastern and Southern Africa (OSSREA), and Subject Panel member- Kenya Institute of Curriculum Development (KICD).

Area of specialization: Curriculum Studies and Instruction.

Research Interests: Curriculum issues, gender, environmental issues, child & adolescence development.

EDUCATION

In progress PhD studies in Curriculum Studies and Instruction, CUEA

2007 Master of Education (Curriculum Studies and Instruction), CUEA

2000 Bachelor of Education (Arts- Geography/CRE), 1st Class Honours.

PUBLICATIONS

Article: Niyigena C, Ateka F, Machyo C.(2018). Ignatian Pedagogical Paradigm: How Teachers’ consideration of Students’ context contribute to Holistic Education in Private Secondary Schools in Kigali Rwanda; International Journal of Innovative Research & Development –ISSN-2278-0211, Vol.7, 6

Course Book: Wambui L, Ateka F, Makori D, Ndingira (2018). Christian Religious Education Grade1; Longhorn Publishers.

Course Book: Wambui L, Ateka F, Makori D, Ndingira (2018). Christian Religious Education Grade2; Longhorn Publishers

Course Book: Wambui L, Ateka F, Makori D, Ndingira (2018) Christian Religious Education Grade 3; Longhorn Publishers

Peer-Reviewed Book Chapter: Ateka F. (2017). Trauma Healing Handbook for Africa: Trauma and Curriculum implementation in schools in Kenya; CUEA Press ISBN: 978-9966-015-54- 9

E-book: Morangi Ateka F (2012). Challenges Facing the Implementation of HIV and AIDs Curriculum in Primary Schools in Lang’ata Division, Nairobi, Kenya. LAP Lambert Publishers ISBN-13; 978-3659244865

Tutorial Fellow – Department of Undergraduate Studies in Education

EDUCATION AND TRAINING

Master of Education Administration and Planning-2014 (CUEA) and Bachelor of Education (arts) English language and Literature in English- 2010 (CUEA)

PROFESSIONAL TRAINING AND OTHER COURSES

April – May 2019 Certificate Social Science Research; Author Aid (INASP) online course

March 2014 Certificate in Project Planning and Proposal Writing; Institute of Fundraising and Resource

April 2014 Text Development; The Kenya National Examinations Council (KNEC)

2011-2012 Quality Management Systems: Auditors ISO 9001:2015; Kenya Bureau of Standards

Research and Publications

Richard O. Okello “Utilization of Infographics in Teaching and Learning; A Study of the Catholic University of Eastern Africa, Nairobi, Kenya.” International Journal of Educational Development, Volume 45, Issue 1, January 2019. Pp. 23-25.

Richard O. Okello. “Languages or Dialects; An Investigation into Olusuba and Ekisuba Tongues of Abasuba Community of South Nyanza.” African Studies Review, Volume 65, Number 2 (September 2002). Pp.152-154.

Current Projects

Role of Parents in the Implementation of the Competency-Based Curriculum in Selected Primary Schools in Makindu Sub County.

Social Integration of Government Sponsored Students in Private Universities; A Study of the Catholic University of Eastern Africa, Nairobi, Kenya

Qualification: Doctor of Philosophy in Education (Ph.D.)

Specialization: Educational Administration and Planning

Recent Research and Publication

Piliyesi, E. (2020). Effects of Cell Phone Addiction among Students in Institutions of Higher Learning. Book chapter 6 on Perspectives on Sustainable Development in Africa. Nairobi, Kenya: CEDRED Publications, 2020

Piliyesi. E (2020). Lecturers’ Excellence for the Inculcation of Discipline in Institutions of Higher Learning in Malawi. Book chapter 6 on Perspectives on Sustainable Development in Africa. edited by Maurice Amutabi. Nairobi: CEDRED Publications, 2020

Piliyesi, E (2020). Remote Teaching Using Video Conferencing Technology as a Tool for Effective Teaching and Learning in Classroom: Experience of The Catholic University of Eastern Africa (CUEA), Daystar University (DU), and University of Nairobi (UoN). Book Chapter 6 on Diversity and Sustainable Development in Africa. Published by Centre For Democracy, Research and Development (CEDRED) Nairobi, Kenya. Pp 85-98: ISBN 978-9966-116-62-8

Piliyesi, E (2020) Empowering and Transforming the Youth through Education as a Means of Curbing Terrorism in Institutions of Higher Learning. Book Chapter 8 on Education and Sustainable Development in Africa. Published by Centre For Democracy, Research and Development (CEDRED) Nairobi, Kenya. Pp120-132.ISBN 978-9966-116-64-2

Amei, P; Piliyesi, E & Anyona, J. (2020). Principal’s Instructional Supervisory Roles on Students’ Academic Performance in Public Secondary Schools of North Pokot Sub County, Kenya. Journal of Popular Education in Africa. 4(10), 11 & 12, 92 – 113 October, November & December 2020, ISSN 2523-2800 (online)

Yego, E; Piliyesi, E & Ateka, F. (2020). Dynamics of Ancillary Costs and Implications on Retention of Students in Public Secondary Schools in Uasin Gishu County, Kenya. Journal of Popular Education in Africa. 4(10), 11 & 12, 149 – 162. October, November & December, ISSN 2523-2800 (online)

Kituku, S; Piliyesi, E & Anyona, J. (2020). Principals’ Instructional Supervision Practices on Students’ Academic Performance in Public Secondary Schools in Mwatate Sub County, Kenya. Journal of Popular Education in Africa. 4(7), 8 & 9, 125 – 144. July, August & September, ISSN 2523-2800 (online)

Hausiku, T. H. Fr, Piliyesi, E. & Anyona, J. (2020). Involvement of Catholic Church in Provision of Quality Education in Public Secondary Schools in the Vicariate of Rundu, Namibia African Journal of Emerging Issues. (AJOEL). ISSN: 2663-9335. Available at: https://ajoeljournals.org

Bebedicto, C., Piliyesi, E. & Anyona J. (2020). Determinants of Girl Child Academic Performance in Public Day Secondary Schools at Buchosa District, Mwanza Region in Tanzania Journal of Popular Education in Africa 4(7,)103-121. July, August, and September 2020, Volume 4, Number 7, 8, & 9

Mbanga, B. G., Piliyesi, E., & Anyona, J (2020). Parental Involvement and Students Discipline in Public Day Secondary Schools at Ilala District in Tanzania. Journal of Popular Education in Africa 4(7,)139-154 July, August and September 2020, Volume 4, Number 7, 8, & 9

Piliyesi, E. Ogada, E. O & Ochieng, R. J (2020) Evaluating the Integration of in International Curriculum and The 8-4-4 Curriculum in Kenya: Opportunities and Challenges. African Journal of Emerging Issues. (AJOEL). ISSN: 2663-9335. Available at: https://ajoeljournals.org

Piliyesi, E. (2020). The Impact of Indiscipline on students’ Performance in Public Secondary Schools Balaka District, Malawi. Journal of Popular Education in Africa. 4(1), 4 – 28 ISSN 2523-2800 (online)

Department: Post Graduate Studies in Education

Email: cmukundi@cuea.edu

QUALIFICATIONS

Doctorate in Education and Leadership

Specialization in Higher Education Administration

Barry University, U.S.A

Master in Education Administration and Planning (M.Ed)

University of Nairobi, Kenya

Masters in Christian Spirituality and Certificate in Spiritual Direction

Creighton University, U.S.A

Bachelor of Education (B.Ed)

The Catholic University of Eastern Africa, Nairobi, Kenya.

Qualifications:

2005

Ph.D. in Educational Policy and Leadership,

Marquette University, Milwaukee, Wisconsin, U.S.A.

1999

M.Ed. in English as a Second Language (ESL),

Cardinal Stritch University, Milwaukee, Wisconsin, U.S.A.

1996

BA in English Literature

Alverno College, Milwaukee, Wisconsin, U.S.A.

tkatundano@cuea.edu

Specialization: Educational Policy and Leadership.

Work Experience

June 2018 to date: Coordinator of Academic Programmes Unit at The Catholic University of Eastern Africa

June 2017 to date: Senior Lecturer – Faculty of Education

June 2016 - June 2018: Head of Department – Undergraduate Studies, Centre for Social Justice and Ethics, at Catholic University of Eastern Africa.

August 2012 to date: Senior Lecturer – Centre for Social Justice and Ethics at The Catholic University of Eastern Africa.

August 2006 to 2017: Lecturer, Centre for Social Justice and Ethics – CUEA

Current Publications

Katundano, T. (2020). Cultural Practices in Africa Still a Barrier to Girls’ Education in the 21st Century INTERNATIONAL JOURNAL OF EDUCATION THEORY AND PRACTICE. Vol 3 (1). Available at http://www.finessejournals.com/index.php/IJETP/article/view/23

Madegwa, B. M.; Piliyesi, E. & Katundano, T. (2019). Parental Socio-Economic Background and Students’ Academic Performance in Public Secondary Schools in Ikolomani Sub-County, Kakamega County, Kenya. Journal of Education and Practice, Vol 3, (1). Available at https://carijournals.org/journals/index.php/JEP/issue/archive

Katundano, T. (2019). Effects of Role Conflict and Ambiguity on Women Managers in the Sub-Saharan African Universities in (Vanka, S., Pande, R. & Chillakuri, B. (Eds.). Gender and Work. Rawat Publications Jaipur, New Delhi: Bengaluru Guwahati, Kolkata.

Noreen, N. K., Kabendera, D. B. & Katundano, T. (2018). Strategies Used to Curb the Level of Drug Abuse in Secondary Schools in Kajiado North Sub-County, Kenya Journal of African Interdisciplinary Studies (JAIS)ISSN 2523-6725(online) Vol 2, (7).

Professional Qualifications

Ph.D. in Educational Administration and Planning (CUEA) 2003- 2006

MEd in Educational Administration and Planning (CUEA) 2001- 2003

BEd in Geography and Christian Religious Education (CUEA) 1998- 2001

Current Position: Associate Professor, Faculty of Education, CUEA

I have experience of university teaching since November 2003 during and I have served the University as Head of Department for Post Graduate Studies in Education.

Currently, I am External Examiner for Mwenge Catholic University in Moshi, Tanzania. I am also a member of the expert committee for universities in UNESCO Kenya. I am involved in the supervision of post-graduate studies in Education.

Research and Publications

Jillaow, E. A; Momanyi, M & Mwalw’a, S. (2020). Low-Cost Boarding Primary Schools’ Influence on Pastoralist Pupils’ Academic Achievement in Mandera County, Kenya. Journal of African Interdisciplinary Studies, 4(7), 55 – 75.

Kennedy, O. O; Momanyi, M. & Ntabo, A. (2020). Influence of board of managements’ infrastructural development practices on students’ academic performance in public secondary schools in Nyamira County Kenya. African Educational Research Journal Vol. 8(3), pp. 575-585, September 2020 DOI: 10.30918/AERJ.83.20.143 ISSN: 2354-2160

Oscar, M; Momanyi, M. & Muwagga, A. M.(2020) .Challenges of School Management in Implementation of Quality Assurance in Private Catholic Church Founded Secondary Schools in Kampala Archdiocese, Uganda. European Journal of Education Studies, 7(10), ISSN 2501-1111 http://dx.doi.org/10.46827/ejes.v7i10.3320

Ogada E. O., Momanyi M. & Mwalw’a S. (2020). Contribution of Reward Systems towards Teachers’ Job Satisfaction among Public Secondary Schools in Kikuyu Sub-County, Kiambu County, Kenya. Journal of Education. Vol 3(2) pp. 54-67, ISSN: 2616-8383

Momanyi, M. (2019). Ethical Concerns in the Supervision of Doctoral Dissertation Writing in Selected Public and Private Universities in Kenya. Geneva: Glob ethics .Net ISBN 978-2-88931

Paul A. Ogula is a professor of education. Professor Ogula holds a Bachelor’s degree in Education from the University of Nairobi, an M.A. degree in History from Makerere University, an M.ED degree in Educational Research and Evaluation from the University of Ibadan, Nigeria, and a Ph.D. in Curriculum Studies from Kenyatta University. He also attended advanced courses at Indiana University, U.S.A., and University of Manchester, U.K.

He has served as a consultant for several international organizations including UNESCO, ILO, and UNFPA. Professor Ogula serves as Chairman of the Society of Educational Research Evaluation in Kenya and editor of East African Journal, Educational, Social Science and Humanities Research. Before moving to the Catholic University of Eastern Africa he was principal research officer and coordinator of research and evaluation at the Kenya Institute of Education (the current Kenya Institute of Curriculum Development). He is an author of several textbooks including Handbook of Educational Research, Handbook on Curriculum Development, Monitoring and Evaluation of Educational Projects and Programmes, and Handbook of Educational Assessment and Evaluation and Qualitative and Mixed Methods Research. He has also published many articles in refereed journals.

Professor Ogula teaches Master’s and doctoral courses in Curriculum Studies and Educational Research and Evaluation at AMECEA Gaba Campus, Eldoret.

PUBLICATIONS

Ogula, P. (2020). Integration of Barwa into other ethnic groups in Western Kenya: a model for National Integration in Kenya. (In press).

Ogula, P.A and Ng’eny P (2020). Effects of Co-operation Versus Inquiry of based Learning on students’ Mathematics Achievement in Kaptumo Location, Nandi County. East African Journal of Educational, social science and Humanities. Vol. 1 (1), pp 44-52.

Odunga, E. W., Ogula P. and Nganzi. C. (2020). Effects of Teacher Quality on students’ Academic Achievement in Secondary schools in Baringo North sub-county, Kenya. Global Journal of Advanced Research. Vol. 7 (4), pp 135-146.

Wawire, S.A., Ogula, P. and Atoni, R. (2020). Effects of Attending Catholic Church Organized Teachers’ In-service Training on Students’ Chemistry Achievement in Secondary Schools in Likuyani sub-county, Kenya. The international journal of Humanities and social studies. Vol. 8(10), pp 117-122.

Jemutai, S., Ogula, P. and Atoni, R. (2020). Relationship between Physical infrastructure and Students’ Performance in Biology in secondary schools in Nandi County, Kenya. The international journal of Humanities and social studies. Vol. 8(10), pp 112-116