Kenya School of Monetary Studies offers certificate, professional and diploma courses which are in line with the Central Bank of Kenya roles and financial institutions work. If you wish to join KSMS, here are the courses you will enroll for. The Kenya School of Monetary Studies is the best college to study finance, business and investment related courses in Kenya. It is also ideal institution to join if you wish to work at Central Bank of Kenya, mortgage companies,Insurance and Banking institutions. Anne,who works at Central bank of Kenya explains her academic and professional journey. “I joined Kenya School of Monetary Studies in 2004 after I was referred by a friend who was working at IMF as an Intern. She told me the institution (KSMS) was the best for me because I was interested in working at the Treasury or Central Bank. After 4 years of training in finance courses, I graduated. In 2010 I managed to also complete ACCA at Strathmore University. During that year, CBK advertised for entry level jobs and I applied. To my surprise I was invited for an interview and a job offer followed weeks later.
Other students whose parents may not be so affluent still seek education abroad on scholarship and other sources of funding. There are over 25,000 public primary schools in Kenya with an enrolment of about 9.5 million learners as at 2011 and over 600 private schools. Primary school completion rate stands at about 76.8% while transition rate from primary to secondary stood at 73.5% by 2011. The last decade seen a significant increase in the demand for secondary education. The existing secondary school places cannot adequately meet the demand for secondary education, thus some learners are forced to join technical and vocational training institutions or drop out of school altogether. E-learning is a new development in the country, though the level of usage does not cover all levels of education.
Most universities have adopted E-learning as an alternative to face-to-face lectures. Secondary schools, especially private schools, are in the process of implementing online learning to complement classroom interaction. However, there are still glaring challenges in implementing this mode of learning since there is lack of qualified personnel to run online pedagogy, not to mention the high cost of installing computer software and hardware. Some private schools have, however, managed to implement E-learning programs, though not fully, using such platforms as Google Classroom and Edmodo. At the same time, several universities, both public and private, have introduced E-learning programs for selected faculties, especially in the liberal arts.
E-learning programs are prevalent at Daystar University, Kenyatta University, Nazarene University, among others. The universities largely use blended learning, which is a breed between online learning and on-site teaching-with the bulk of the lectures delivered online. Even though internet penetration in Kenya is among the highest in Sub-Saharan Africa, E-learning has not grown so much for the reasons stated above. However, there is a possibility of fast growth in this area since an increasing number of Kenyans are computer literate, especially those living in urban areas. There are concerted efforts by various stakeholders in education-both private and public-to improve education in the country.
Apart from the parastatals affiliated to the Ministry of Education such as KICD and Kenya Institute of Government (KIG), most education research is done by universities. In addition, there is Forum for African Women Educationalists (FAWE), whose mandate is to promote access, retention and improving the quality of education for girls. There is also the Kenya Private Schools Association (KPSA), the umbrella body for private schools in the country. In addition, Education USA Advising Center based at the United States Embassy in Nairobi, provides updated and non-partisan information on US higher education to the public and continues to guide qualified students through the application process.
The services provided by the center range from application to pre-departure. American organizations like International Universities Alliance (IAU) and Shorelight partner with US universities and local recruitment agencies to expedite the application process and build the capacity of careers counselors, especially those in international schools. The IUA builds meaningful connections and opportunities to provide access for international students across the world to a first-rate academic education and the skills to compete in a global environment. The IUA,Navitas,Kaplan and INTO are collaborating with government sponsors and other funding institutions worldwide to build a placement and retention ecosystem to help increase student mobility and access to prestigious degree programs in the U.S.
These organizations are already working with institutions and university placement agencies in Kenya and the rest of Sub-Saharan Africa. Professional training services are offered in the educational sub-sector in several form: insets, seminars, short courses and longer courses ranging from one-year certificate courses, two-year diplomas up to graduate and postgraduate courses lasting four or three and two years, respectively. Local universities have initiated market-driven courses commonly known as Module II or parallel programs, which are mainly self-sponsored by the learners from various sectors of the economy. Various government departments have their own organizations within the parent ministry or state department that offers professional training services.
In addition, there are private institutions such as Kenya Institute of management (KIM) which provide professional training services at a fee. For instance, teachers of students with special needs are trained by the Kenya Institute of Special Education (KISE); while head teachers and those in other management positions get professional training through Kenya Education Staff Training Institute (KESI). Individual schools also organize their own insets/workshops internally with experienced members of staff, departmental heads or hired consultants as facilitators. 10,000 annually), online learning is a better and more affordable alternative to learning on-location in the United States. There is a huge demand for study opportunities abroad in general. While in the recent past the focus has been on UK education, attention is now quickly shifting to North American destinations of USA and Canada for higher education at both undergraduate and postgraduate levels.
US education is valued for its quality programs, fast completion rates and the massive high-caliber training infrastructure that makes learning enjoyable and easy. However, not many applicants to US universities are able to meet the requite study visa conditions. The Open Doors Report 2018 further reveals that Engineering, Business and Management, Math and Computer Science are the top fields of study among international students in the US, with 21% of them majoring in Engineering. The distribution of the disciplines that international students are currently pursuing in the US is as follows: Engineering(21.3%); math and Computer Science(17.0%); other STEM courses(11.5%); Business management(17.9%);Social Sciences(7.6%); Fine and Applied Art(5.8%); Intensive English(2.4%); undeclared and other courses(16.5%). There are a number of organizations that provide in-country support for the education sub-sector in Kenya. The said organization work closely with county governments, community-based organizations, as well as the Central Government through the Ministry of Education, Science and Technology.
In the last three months, 117 Kenyan schools have been partially burnt by arsonists. Dozens of secondary schools across Kenya have been deliberately MUT SET on fire, but as the authorities struggle to pinpoint why, fractious relations between pupils, teachers and a controversial education minister offer clues. In the last three months, 117 Kenyan schools have been partially burnt by arsonists. Yet the arson attacks, which are countrywide, don’t seem to correspond to any of the usual ethnic, geographical or socioeconomic fault lines that often spark tension in Kenya. A confidential report by the police and education ministry seen by AFP identifies a clear pattern of behaviour in the planning of the crimes, as the authorities struggle to contain the phenomenon.
The fires “mainly affect dormitories where students sleep, and appear well coordinated because so far students have never been caught by the fire, meaning they escape well in advance with prior knowledge,” the report said. In response, education minister Fred Matiang’i has held several meetings with teachers, religious leaders and police, and more than 150 students have been arrested so far. But the problem persists: on Thursday night alone, four schools were set on fire. Identifying those orchestrating the attacks, or merely proving they might be copycat acts, is proving difficult. The media has relayed fears of parents for their children’s safety along with strident editorials condemning the incidents as symptomatic of a soft touch approach to parenting and education in Kenya today. Daily Nation newspaper thundered on Thursday.
Last summer, 14-year-old Katie Noll went on a vacation to Kenya with her parents. You know, the usual vacation stuff. Prior to her visit to Kenya, Noll – who lived in Waukesha until she was 9 and now resides in Colorado – contacted her safari guide, Antonio Marangabassa, and asked him how she could help children in Kenya. He suggested that she bring school supplies and T-shirts to distribute at Kenyan schools. During an assembly at her school, Waldorf School on the Roaring Fork, Noll announced to her teachers and peers that she was collecting items to distribute to students in Africa. Noll and her family visited two schools in Kenya, including the Makhanga Hope Academy, and delivered the supplies. The school, built by the African Angels Children’s Fund in 2002, boards about 300 students, ages 6 to 21, and about 50 of whom are orphans.
During her visit, Noll also learned the school had no running water and kids had to walk two miles to get fresh water. This led Noll to ponder ways she could further contribute to the schools. Once home, Noll contacted Marangabassa and asked him to be her mentor for her 8th grade project and he agreed. 8,000. Her grandfather, Milwaukee’s Joe Tate, matched the amount she raised. Today, the 492-foot well is in the final stages of development. Noll says she hopes to visit the finished well someday, but in the meantime, she has enjoyed receiving photos and updates of the project in progress.
AEZ models are applied on the database to analyse potentials of land for various kinds of use. The AEZ models include models for the calculation of length of growing period, irrigation requirements, crop biomass, land suitability, land productivity. The land suitability and land productivity results are recorded for each AEZ cell or record in the database and constitute an entry point for land use analysis, using decision support tools such as multi-criteria analysis and simulation. Two PC software packages have been prepared in collaboration with the International Institute for Applied System Analysis (IIASA).to implement AEZ models: one software package for global and regional application; and another package for more detailed application at country level. The second package is called AEZWIN and runs on WINDOWS 95 and WINDOWS NT.
The AEZ methodology and models have been applied in developing a global digital AEZ land resources database based on the digitized soil map of the world (DSMW). The database contains information on soil and landform, temperature regime and length of growing period, agro-ecological zones, forest and protected areas, land suitability for about 30 main crops. The database has been used in global land productivity potential studies within the framework of FAO AT2010 study, including estimation of arable land potentials for agricultural expansion by country. It has been used in regional and country studies on land use change, population supporting capacity and land suitability for aquaculture. It has also been used in applications involving integration of bio-physical and socio-economic data such as studies on land carrying capacity and the effects of climate change on agricultural productivity potentials. The database will be used in regional food insecurity and vulnerability mapping (FIVIMS) programme of the Committee on World Food Security (CFS). Proper citation is required.
Diabetes is a serious health threat to anyone, but it can be particularly devastating in places such as Webuye, Kenya, where many can’t afford equipment to test their blood sugar or medicine to control the condition. Mennonite Central Committee (MCC) is working with Moi University School of Medicine to provide education, regular testing and equipment, such as home glucose monitors and test strips to diabetic patients at Webuye diabetes clinic. An MCC-supported clinical officer coordinates diabetes care and a financial subsidy from MCC also helps patients there who are unable to afford insulin or oral diabetic medications. It’s a timely effort: The rate of Type 2 diabetes in Kenya has increased dramatically over the last decade.