http://ir.mu.ac.ke:8080/jspui/handle/123456789/15 Mon, 20 Apr 2026 17:56:03 GMT 2026-04-20T17:56:03Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/3055 “Managing Changes in Education for Sustainable Development” Moi University Wed, 11 Nov 2015 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/3055 2015-11-11T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/2656 Student’ s Engagement and Student Retention in Moi University, Kenya Ndege Tom Mongare; Kimengi Isaac Njuguna This paper is concern with how student’s engagement influences retention of students in Moi University programs. This is critical because retention as a measure of internal efficiency has important impactson costs and concomitant financing and access to education. Following Hanushek (2009) the paper uses a qualitative factor (students’engagement) to explain variations in school retention among academic schools in Moi University. Drawing data from 765 students randomly selected from six academic schools of Moi University, the paper estimates the role of five components of students engagement. Questionnaires and document analysis are used as instruments for data collection. Ordinary Least Regression and Principal factor analysis are employed to estimate parameters and reduce instrumentation errors, respectively. The results show that active collaboratively earning, student faculty interaction and a supportive campus environment havesignificant impacts on student retention Thu, 15 Jul 2010 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/2656 2010-07-15T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/2197 Internal Audit: A ‘watchdog’ for financial management in Kenya’s Technical and Vocational Education and Training (TVET) Institutions Tanui P. J.; Achoka J. S.K. In Kenya, Technical and Vocational Education and Training (TVET) consists of technical training institutions, Micro and Small Enterprises (MSE) centers, youth polytechnics and National Youth Service (NYS) skill development center. In Kenya, TVET is a very expensive project in terms of physical facilities, equipment, training materials and trainers’ salaries. According to TVET Authority Act for 2013, the sources of funds to facilitate the TVET programs consist of money provided by Parliament and from any other source provided for, donated or lent. In this regard, there is need for sound financial management plans for TVET institutions. This paper sought to answer the research question, what is the role of internal audit that can be used by Kenya’s TVET institutions in effective management of their finances? The study was guided by Porter’s competitive advantage theory which states that organization should perform at higher levels than its contemporaries. In this regard, the study intended to find roles played by internal audit to help in managing finances of Kenya’s TVET institutions well so as to enhance their operations beyond local or national markets. Using library research design and purposive sampling strategy to select three libraries in the month of March and April 2014, secondary data was obtained and analyzed using qualitative techniques. The findings from the study identified three roles of internal audit namely; evaluation of financial internal control system, financial risk management and business process improvement.The study concluded Kenya’s TVET institutions should be able to improve their technical understanding through adopting the internal audit as a vital tool for effective financial management. Furthermore, there is need for improved skills in internal control system implementation, use of computerized internal audit and appointment of internal audit committee to enhance the roles of internal audit. Wed, 01 Oct 2014 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/2197 2014-10-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/2132 Governance and Public Service Delivery in Uganda: A Case of Universal Primary and Secondary Programs in Uganda: Institutional Arrangements and School Performance Kyatuha, O. M.; Nambale, M. G.; Baremirwe, M. B.; Kigenyi, E. M. Although Uganda has made significant progress in terms of improving access to education, there is considerable evidence to suggest that the country is still struggling with equity and quality issues. The country, through the Ministry of Education and Sports has undertaken several educational reforms in relation to educational governance as important ingredients for successful educational policy reforms. This study sought to analyze the effect of educational governance on the quality of education in Uganda and the objectives were hinged on four factors: decentralization, accountability, provision and financing, and incentives. A sample size of 370 respondents with which the use of a mixed-methods approach (using statistical techniques and semi-structured interviews with different key players in the education field) adopted to illuminate some very interesting mechanisms through which governance could influence on quality. The main findings are that, contrary to some assertions made by policymakers, institutional arrangements matter but a) they are not the main explanatory variable and b) when they matter, they do so in a multi- directional way. The study shows that the association between governance variables and performance accounts for a very small portion of the differences in performance in schools in Uganda. It is estimated that greater autonomy in the allocation of resources significantly accounts for the differences in mean performance. The study shows that the relationship between governance and performance is mediated through school progression. Thus,school progression in the schools largely explains the differences in the quality of education in the country. Wed, 01 Oct 2014 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/2132 2014-10-01T00:00:00Z