Kibuspace
Kibuspace is the institutional repository of Kibabii University, the repository preserves the University's research legacy and all aspects of knowledge generated by KIBU community for posterity
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East African European Virtual Exchange for Environmental Conservation and Climate Change Action (ECO ACT) Project.
(ECO ACT, 2025-08-16) Maiyo, Julius; Echaune, Manasi; Makila, Leunita; Ekisa, Tom; Masayi, Nelly; Obino, Paul
The Needs Assessment report, developed collaboratively by all partner institutions, provides the foundation for designing the ECO-ACT Virtual Exchange (VE) programme. It deepens earlier analyses by reviewing climate-related programmes in Africa and Europe, surveying students to identify knowledge and skills gaps, and conducting staff interviews to validate needs and priorities. The assessment highlights critical disparities in digital infrastructure, faculty capacity, curriculum integration, and student readiness, underscoring the need for an inclusive and context-responsive VE model.
Findings show diverse strengths across East African and EU institutions, with strong alignment in environmental science, policy, research skills, and sustainability, but clear gaps in digital skills, climate governance, climate finance, justice, and practical application. Student surveys reveal moderate
climate-change awareness, limited curriculum coverage, and high interest in further training. Staff interviews highlight challenges including inadequate funding, limited expertise, low student engagement, and insufficient practical learning opportunities, alongside emerging good practices such as green campus initiatives and curriculum reforms. Literature analysis reinforces the need for integrated, interdisciplinary climate education.
Overall, partners bring complementary capabilities, and there is strong demand for a VE programme that strengthens digital, technical, governance, research, and cross-cultural competencies to prepare graduates for effective climate action.
Religion and Language Learning: A Case of Language Learning Strategies in the Tanzanian Sociolinguistic Environment
(African Journal of Education and Social Sciences, 2016-03-11) Wekesa, Ben Nyongesa
The study examined religion as a sociocultural determinant of the choice of Language Learning
Strategies among learners of English in the Tanzanian context. Basing on Vygotsky’s
Sociocultural Theory, the study hypothesized that religion is a significant factor in the choice of
language learning strategies. A total of 530 respondents, drawn from both secondary schools and
university using the SILL questionnaire, participated. Using SPSS, descriptive mean scores and ttest were computed to establish the existence of statistical significant differences in terms of the
overall strategy, the six strategy categories and individual strategy items between Christians and
Muslim language learners. The t-test for equality of Means for the overall strategy use between
Christian respondents and their Muslim counterparts showed statistical significant differences
(t=3.641, df=508, p<.05). The Mean frequency for the Christian respondents in the overall strategy
use was 3.458; SD= .680 while that for the Muslim respondents was 3.240; SD =.703. The results,
therefore, showed that Christian respondents reported using more strategies than did their Muslim
counterparts. With regard to the six strategy categories, the t-test results for equality of Means
performed showed that all the six strategy categories were significantly different (Cognitive
(t=5.801), metacognitive (t=4.387, social (t=3.609), Affective (t=3.044), Compensation (t=2.542)
and Memory (t=2.464) all at df=508). Metacognitive strategy category were highly chosen by both
Christian and Muslim (Christianity Mean=4.009, Islam, Mean=3.73). Social strategies were highly
used by Christian respondents (Mean=3.720) and moderately used by Muslim respondents
(Mean=3.487). All the other strategy categories were of moderately used by both Christian and
Muslim respondents. The study therefore recommends that the most preferred strategies
(metacognitive and social) should form the core of strategy training. Second, the society in general
and all stakeholders should handle the issue of religion with caution since it is a strong determinant
in language learning and strategy choice.
Gender as a Sociocultural Determinant of the Choice of Language Learning Strategies
(African Journal of Education and Social Sciences, 2017-12) Wekesa, Ben Nyongesa; Buregeya, Alfred; Mukhwana, Ayub
The study examined gender as a sociocultural determinant of the choice of Language
Learning Strategies among learners of English in the Tanzanian context. Under the
guidance of Vygotsky’s Sociocultural Theory, the study hypothesized that gender is a
significant factor in the choice of language learning strategies. To test this hypothesis, the
study collected data from a total of 530 respondents drawn from both secondary schools
and university using the SILL questionnaire. Using SPSS, descriptive mean scores and ttest was conducted to test to establish if there were any statistical significant differences
in terms of the overall strategy, the six strategy categories and individual strategy items
with gender. The results of the study indicated that: first, in terms of the overall strategy
use, there was no significant difference with gender (t=1.824, p<0.185) at the significant
level of p≤0.05 with a df=508 while gender. According to the results of six
subcategories of language learning strategies respectively, significant differences did
not exist in the use of memory strategies, cognitive strategies, compensation strategies,
and affective strategies by gender (t=.904,.926, .9671.315,p>.05). However, significant
differences existed in the use of metacognitive and social strategies
(t=3.469*,3.365*,p<.05). Consequently, male learners reported using metacognitive and
social strategies more often than did female respondents. In terms of individual strategy
items, metacognitive strategies appeared better predictors of the relationship between
strategy choice and gender. Cognitive and Compensation strategy items did not show any
significance at all. The study therefore recommends that the most preferred strategies
(metacognitive and social) should form the core of strategy training. Second, the society
in general and all stakeholders should strive to achieve gender balance inside and outside
the classroom/lecture halls and in the teaching/learning resources.
The Pragmatics Of Zoosemy, Colour And Shape In Kenyan Political Party Symbols
(African Journal of Education and Social Sciences, 2018-09-11) Wekesa, Ben Nyongesa
In many parts of the world, political parties use symbols and colours for identification. Political party
symbols and colours are used to make political activities visible and avoid confusion. Political parties were
formed to participate in national elections and to promote democracy. Electorates affiliate themselves with
one political party or the other based on numerous factors including the symbols and colours of a party,
flag bearer of a party, philosophy of a party and others. This eventually influences their decision in voting.
In Kenya, seventeen political parties had been registered by 31st May 2017. These included Jubilee Part
(JP), Amani National Congress (ANC), Orange Democratic Movement (ODM), Party of Independent
Candidates of Kenya (PICK) among others. All these political parties have varied symbolism and
philosophies behind their establishment. The symbols and colours identify one political party from the
other. The symbols chosen are such that they can be easily understood, remembered and recognised by the
average voter, because not every electorate is literate and also just when the voter sees the symbol he/she
will have an idea of that particular party. The symbols are so important that to date most parties are
identified by their symbols and colours. Symbols and colours are also supposed to identify political parties
for their members to vote during elections. Besides, electorates should have knowledge of their party
identity symbols and colours. This important issue of pragmatic knowledge of symbols, their political roles,
among others is a real issue in Kenya‘s democratic dispensation. These may have accounted for the large
numbers of electorates who err in their decision to vote effectively. This is compounded by high level of
illiteracy among adult Kenyan population who qualify to vote. The combination of symbols and colours of
the political parties becomes an easy way of identifying one party from the other and also helping these
groups of electorates to cast their ballot for their respective candidates. However, the case of a high number
(over 500,000) of rejected ballot papers in the 2017 Kenyan general elections was alarming. This paper
interrogates how political party symbols construct and maintain the reality of particular parties and social
groups in Kenya. Put differently, the paper presents a pragmatic analysis of animal symbols, shapes and
colours used in the identification of the registered political parties in the Kenyan 2017 general elections.
This paper will be of benefit to many players in politics including political party leaders who will draw
knowledge, educate and improve party activities with regard to party symbols and colours, political
journalists who gather and disseminate information about political parties to the general public. Secondly,
party supporters will appreciate and be tolerant to each other‘s views especially those from their opponent.
Thirdly, the general public who for one reason or the other do not show commitment towards any party will
also be open-minded to party activities and lastly, civic educators to better understand the symbolism of the
symbols and colours of political parties. They will be in a better position to educate the mass electorates
and the general public. It will reduce political acrimony and promote high tolerance of each other‘s political
thoughts and views.