Prof. Jennifer Wanjiku Khamasi, PhD, EBS

Chief Editor

This compilation of research papers from Kenya explores diverse educational themes. Arogo et al. investigated teacher attrition in public secondary schools, finding delocalization policies significantly contributed to teachers leaving, and recommended improved working conditions and remuneration. Muthuri et al.  focused on TVET institutions, revealing that trainee preparedness, motivation, and support positively correlate with the implementation of Competency-Based Education and Training (CBET), suggesting the need for pre-training and support programs. Nassiuma et al.  comparatively analyzed the impact of the corporal punishment ban in secondary schools, indicating improved KCSE scores and reduced truancy post-ban, with unrest not significantly linked. Oyancha's study in primary schools found corporal punishment still in use, negatively associated with teacher age and experience, and positively with Mathematics teachers, advocating for stakeholder dialogue on disciplinary measures. Misiko et al. examined green transition initiatives in tourism and hospitality training, highlighting existing practices and recommending a framework to incentivize sustainability. Finally, Atela's research on first-year undergraduates explored the relationship between intelligence types, gender, and career choices, identifying interpersonal intelligence as dominant and noting differences across gender and career paths, recommending these findings for student guidance.

These studies collectively highlight critical issues within the Kenyan education system, ranging from teacher retention challenges influenced by policy and working conditions to the implementation of new educational approaches like CBET and the persistent debate surrounding disciplinary practices such as corporal punishment. Furthermore, the focus on green initiatives in vocational training and the exploration of intelligence types in higher education underscore the evolving priorities in preparing students for diverse career paths and a sustainable future. The findings across these papers emphasize the need for evidence-based policy adjustments, targeted interventions to support both educators and learners, and a continuous re-evaluation of educational practices to enhance the quality and relevance of education in Kenya.

Available online April 2025
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