Browsing by Author "Kathuri Njeru, Moses"

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Eco-Friendly Farming Practices and the intensity of their adoption in the agroecosystems of Embu County, Kenya
(African Journal of Biological Sciences, 2020-01-01) Kathuri Njeru, Moses; K. Mutegi, James; M. Muraya, Moses; ; ;
This study was conducted among households of Embu County in Kenya to determine the socioeconomic factors that influenced adoption of Eco-Friendly Farming Practices (EFFPs). Earlier studies had indicated clearly that Embu County was experiencing soil erosion, pollution and soil acidification, yet EFFPs had been introduced to counter these environmental challenges. Therefore the study sought to find out the influence of socioeconomic factors on adoption of the EFFPs. Ex post facto research design was used. Through multistage random sampling 402 household heads were selected and all the 32 extension officers in the area were interviewed. 71.1% of the households were considered high adopters while 2% had not adopted low intensity was found with EFFPs such as limited use of inorganic pesticides and soil testing; medium intensity was seen on adoption of green manuring, composting, integrated pest management, minimum tillage and mulching. EFFPs with high adoption intensity included: Increasing soil and water conservation measures, cover cropping, use of less herbicides, intensified inter cropping, cultivating leguminous crops, agro-forestry, crop rotation and cultural methods in weeding were some of the EFFPs with high intensity adoption. The study found no statistically significant relationship between the intensity of adoption and the uptake of EFFPs among farming households of Embu County, Kenya. Therefore understanding the type and intensity of EFFPS adopted would be critical in designing effective environmental programs in the County.
Shape Up or Shape Out: The Case of Lecturers Unfit for the Modern Classroom
(IISTE, 2020-02-29) Gatakaa Kinyua1, Ann Hildah; Kathuri Njeru, Moses
Sustainable Development Goal (SDG) number four is quality education for all and the Commonwealth Education Report (2019) underscores the central position of this goal in powering the achievement of the entire 2030 agenda. Top among the issues attendant to quality education is quality teachers who are able to function and deliver in line with the principles of the heutagogical approach where learners are considered autonomous and learning is seen as self-determined. However, the majority of instructors serving in Kenyan classrooms at all levels today are products of old, teacher-centred approaches of content delivery and have faithfully carried on the practice to their charges. This situation is aggravated by inadequate or non-existent facilities in the way of technologies that would open up education by means of open delivery not confined to the traditional classroom. All these facts work against the envisaged quality education for all and fail to inspire the global goal of education as a continuous lifelong learning process since the learner is reduced to a consumer of knowledge that has been created elsewhere. These issues are relevant in Kenya, a country that is yet to adopt in serious practice the concept of the Open University. This paper aims to assess the preparedness of Kenyan university lecturers as instructors in an educational platform that is rapidly becoming open, global and technology-based. It also seeks to assess their present abilities or lack there-off to embrace technology to promote their effectiveness as instructors. The study also assesses the lecturers’ attitudes towards the paradigm shift and what it means for them as contributors to the achievement of SDG 4. The study will be conducted on a random sample of lecturers from Kenyan universities. The findings of the study will identify gaps and inform policy formulation regarding in-service staff training and development.