Journal Articleshttp://erepository.kibu.ac.ke/handle/123456789/982024-03-19T08:25:08Z2024-03-19T08:25:08ZMedia Viability Needs AssessmentManje, Isaac Wamalwahttp://erepository.kibu.ac.ke/handle/123456789/96032024-02-22T12:42:37Z2024-01-01T00:00:00ZMedia Viability Needs Assessment
Manje, Isaac Wamalwa
KCOMNET through Umoja Radio for Peace (UR4P) project recently conducted a media viability needs assessment activity targeting 41 CRS. In 2021, the Media Futures East Africa Project, jointly implemented by the Aga Khan University’s Graduate School of Media & Communications and DW Akademie, investigated the state of innovation & media viability in Kenya. However, from the report presented, community radio was conspicuously missing out from the media viability needs analysis. The focus of was purely on print & commercial radio & television. This informed the need to conduct a media viability needs assessment for
community radio. Cognizant of the fact that media viability needs assessment for community media is noticeably missing from recent studies, this assessment investigated the media viability needs of community radio. Media viability is the ability of media outlets to operate financially & editorially independently while still ensuring high-quality journalism. A media viability needs assessment is a process of identifying & assessing the needs of media outlets in order to support their long-term financial sustainability & empower them to produce high quality journalism in an editorially independent manner.
2024-01-01T00:00:00ZLanguage of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and PerformanceOdeo, Isaac IparaOngeti, Karren OhangaAbenga, Elizabethhttp://erepository.kibu.ac.ke/handle/123456789/96022024-02-22T12:27:41Z2021-11-01T00:00:00ZLanguage of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and Performance
Odeo, Isaac Ipara; Ongeti, Karren Ohanga; Abenga, Elizabeth
In Kenya, the educational language policy stipulates that the language of instruction in lower primary Grade 1 to 3 in rural settings should be the learners’ First Language or Mother Tongue. In urban settings, the language of the school’s catchment area (usually English or Kiswahili) should be used as the language of instruction in Grade 1 to 3. Kiswahili and English are to be taught as subjects. English becomes the medium of instruction in all settings from Grade 4 onwards. This policy creates problems for teachers and learners considering that Kenya is linguistically heterogeneous. The purpose of this study was to establish the actual language practice in lower primary school Grade 1 to 3 in relation to declared policy and to evaluate its relationship with learners’ academic achievement. The objectives of the study were to establish the actual status of educational language policy and language practice in lower primary schools; to assess the relationship between the language of instruction and English subject scores of learners at Grade 4; to assess the relationship between the language of instruction and Mathematics subject scores of learners at Grade 4. The study area was Kakamega County, which was selected based on being a county with a fair mix of urban, rural and semi-urban schools. The study adopted a correlational design. The study population comprised 1,120 primary schools and 10,767 Grade 4 learners. Multistage sampling was used to select a sample of 175 schools from the population. Questionnaires were administered to 75 teachers and mean scores of Grade 4 assessment results were obtained from 1,076 learners from the sampled schools as part of a different, larger study. The data were analysed using descriptive statistics. Inferential statistics were used to test the hypotheses. The findings of the study indicate that there is a gap between policy and practice in lower primary school. The study revealed that there is a strong correlation between the language of instruction at lower primary school and learners’ academic achievement at Grade 4 in English and in Mathematics subjects. A policy shift is recommended to unify the language of instructions in the new CBC framework. This is imperative for equality of outcome in the learners’ Grade 4 school-based assessment under the CBC
2021-11-01T00:00:00ZRegulatory Framework of Community Radios in Kenya in Reference to the Development Agenda of Slum AreasManje, Isaac Wamalwahttp://erepository.kibu.ac.ke/handle/123456789/96012024-01-04T13:39:47Z2023-12-31T00:00:00ZRegulatory Framework of Community Radios in Kenya in Reference to the Development Agenda of Slum Areas
Manje, Isaac Wamalwa
This study sought to scrutinize the regulatory environment of community radios in Kenya with specific reference to the development agenda of slum areas. The study specifically focused on Pamoja FM that serves Kibera slums in Nairobi. This case study utilised a descriptive design using qualitative approaches. The study utilised interviews, observations, and review of documents as the strategies of collecting data. Data was collected from a census sample of five newsroom staff and thirty regular listeners of Pamoja FM together with key informants who were interviewed and also participated in focus group discussions to provide information on the regulatory framework of community radios in Kenya in reference to the development agenda of slum areas. Data was analyzed using thematic analysis and presented in narrative form and direct quotations. This study established that regulatory restrictions greatly limit the income of community radio stations, thus hindering them from effectively carrying out their mandate. It emerged that community radios really try to effectively deliver information and knowledge about development to members of their communities despite the strict regulatory restrictions. The study recommends that the government should make the regulatory framework and environment friendlier for community radios and that community radios should find sustainability mechanisms to help them promote the development agenda of the communities they serve.
2023-12-31T00:00:00ZThe Specific Heat Of Boson-Fermion Pair Condensate In Optimally-Doped CupratesMukubwa, AbelMakhokha, JohnMasinde, Fredhttp://erepository.kibu.ac.ke/handle/123456789/96002023-12-06T08:16:15Z2021-12-12T00:00:00ZThe Specific Heat Of Boson-Fermion Pair Condensate In Optimally-Doped Cuprates
Mukubwa, Abel; Makhokha, John; Masinde, Fred
Recent studies have shown that the interaction between a finite momentum Cooperpair boson and a fermion supports superconductivity in cuprates. Specifically, the occurrence of a superconducting energy gap in cuprates is defined by the collective excitation of boson-fermion pair condensates (BFPC) above the ground state. The ground state energy of BFPC in these materials show dependence on single-fermion spins. We study the specific heat of a BFPC in high temperature cuprates based on
the ground state energy which represents the total internal energy of the system. The model results are in close proximity with the empirical findings. For instance, the specific heat of the model in Y123 is determined as 𝟏𝟏𝟖. 𝟗 𝐉𝐦𝐨𝐥−𝟏𝐊−𝟏, which close to the measured value of 𝟏𝟐𝟕. 𝟖 𝐉𝐦𝐨𝐥−𝟏𝐊−𝟏.
2021-12-12T00:00:00Z