http://localhost:8080/xmlui/handle/123456789/9 2026-08-12T15:44:11Z 2026-08-12T15:44:11Z Otieno, Robert Liston Omari Otieno, Tabitha Ngwudike, Benjamin C. http://localhost:8080/xmlui/handle/123456789/12818 2026-06-23T15:41:53Z 2026-02-27T00:00:00Z

How Do National Education Policies and Quality Assurance Frameworks Influence the Adoption, Governance, and Pedagogical Innovation of Online Teaching, Particularly in Relation to Assessment Practices, Accreditation Processes, and Academic Integrity? Otieno, Robert Liston Omari; Otieno, Tabitha; Ngwudike, Benjamin C. The rapid institutionalization of online teaching has intensified debates about the role of national education policies and quality assurance (QA) frameworks in shaping educational quality, legitimacy, and innovation. While online teaching offers expanded access and pedagogical flexibility, its effectiveness is profoundly influenced by regulatory environments governing adoption, assessment, accreditation, and academic integrity. This study examines how national education policies and quality assurance frameworks influence the adoption, governance, and pedagogical innovation of online teaching, with particular attention to assessment practices, accreditation processes, and academic integrity. Drawing on a critical review of policy and quality assurance literature, the study analyzed how regulatory frameworks both enable and constrain institutional practices in digitally mediated learning environments. The analysis reveals persistent tensions between standardization and innovation, especially where quality assurance systems remain anchored in face-to-face teaching assumptions. Findings indicate that policy clarity and alignment with institutional capacity are essential for sustainable online teaching, while enhancement-oriented QA frameworks are more effective than compliance-driven models in supporting pedagogical innovation. The study further showed that surveillance-heavy approaches to assessment and academic integrity raise ethical concerns and may undermine trust and learning quality. The paper argues for adaptive, context-sensitive governance models that balance accountability with pedagogical flexibility. By foregrounding the interaction between policy intentions, quality assurance mechanisms, and institutional enactment, the study contributes to ongoing debates on the governance of online teaching and offers policy-relevant insights for strengthening quality, credibility, and innovation in digital higher education.

2026-02-27T00:00:00Z Nehemia, Josephat Nyandoro, George Obara Okemwa, Christopher http://localhost:8080/xmlui/handle/123456789/12806 2026-06-23T13:43:11Z 2025-01-01T00:00:00Z

Contemporary Trends in Audience Engagement and Their Implications for Genre Development in KUPAA Nehemia, Josephat; Nyandoro, George Obara; Okemwa, Christopher Theatre, as a dynamic and responsive art form, continually evolves in response to shifts in audience engagement. In recent years, contemporary spectatorship has moved beyond passive observation toward active participation, significantly influencing both performance aesthetics and the evolution of theatrical genres. This paper examines contemporary trends in audience engagement and their implications for genre development within the Kenya Universities Performing Arts Association (KUPAA). Grounded in reception theory, the study investigates how audience interaction informs creative direction and genre diversification in university theatre. The research adopted a qualitative methodology, targeting KUPAA officials, directors, performers, and audiences. Data was collected using purposive and snowball sampling techniques and analysed through thematic and document analysis. Findings revealed that emerging trends such as mashup plays, shadow performance, legislative theatre, and activist-driven content are reshaping genre boundaries and performance strategies. These innovations reflect a deliberate shift towards complexity, interactivity, and social relevance, with audiences actively co-constructing meaning rather than passively consuming content. This study is justified by the need to understand how evolving audience agency influences theatre-making within academic institutions. Its findings are particularly significant for Kenyan practitioners, offering practical insights into the creation of performances that resonate with intellectually engaged audiences. In the wider African context, where storytelling traditions and ritual forms intersect with modern theatre, the study contributes to scholarship on genre hybridity and cultural responsiveness. Globally, it engages with contemporary discourse on participatory and postmodern performance, affirming the role of the audience as a vital co-creator in the theatrical process. The paper concludes by calling for further research into digital theatre, indigenous forms, and policy influences that continue to shape the future of genre in both local and international theatre landscapes.

2025-01-01T00:00:00Z Otieno, Robert Liston Omari http://localhost:8080/xmlui/handle/123456789/12668 2026-04-05T06:38:44Z 2025-12-01T00:00:00Z

Translanguaging Pedagogies And The Making Of Literate Multilinguals: A Cognitive And Sociocultural Inquiry Otieno, Robert Liston Omari Translanguaging has emerged as a powerful pedagogical strategy in multilingual classrooms, offering students the opportunity to leverage all their linguistic resources for learning. This paper investigates how translanguaging practices shape learners’ metalinguistic awareness and literacy development across both dominant and marginalized languages. Drawing on sociocultural and cognitive-linguistic frameworks, the study examines classroom interactions, literacy assessments, and student reflections in multilingual African contexts. Findings are expected to reveal that translanguaging enhances students’ ability to reflect on language structures, fosters literacy skills across multiple languages, and strengthens learners’ linguistic and cultural identities. By situating these insights within broader debates on multilingual education and language equity, the research highlights how inclusive pedagogical approaches can address literacy disparities and promote cognitive and socio-emotional growth. The study contributes to ongoing discussions in applied linguistics, education, and sociolinguistics by providing empirical evidence on the efficacy and transformative potential of translanguaging in contemporary classrooms.

2025-12-01T00:00:00Z Tarakus, Mercy Gutwa, Peter Barongo, Samson http://localhost:8080/xmlui/handle/123456789/12663 2026-03-28T12:05:54Z 2023-10-31T00:00:00Z

Effectiveness of Community Service Orders on Ex-Offenders Social Re-Integration in Keiyo North Sub-County, Elgeyo Marakwet County, Kenya Tarakus, Mercy; Gutwa, Peter; Barongo, Samson This research aimed at finding out the effectiveness of Community Service Orders on ex-offender’s social re- integration in Keiyo North Sub- County, Elgeyo-Marakwet County, Kenya. The research design was descriptive cross-sectional.The respondents included in the study were ex-offenders serving Community Service Order after benefitting from prison decongestion exercise. A sample size of 63 respondents was drawn from a total population of 190 respondents using sample size formula provided by Yamane (1967). Thereafter, simple random sampling was applied to select the 63 individuals to be included in the study from the target population of 190 using the lottery method.Structured questionnaires were used to collect data.Validity of the research instrument was maintained by providing operational definition of terms and describing the meaning of the independent and dependent variables in accordance with the purpose of the study. Content validity was observed by submitting the questionnaires to the supervisors for quality check ensuring the results of the study are relevant with reviews of literature. Reliability of the research instrument was achieved by conducting a pilot study at Eldoret Probation station using 10% of the sample size of respondents. This was followed by a revamp of the questionnaires in terms of wording, design, categorization and ensuring validity of the questions before the final draft of questionnaires was supplied.The data was analysed using descriptive and inferential statistics with the help of SPSS version 25 and presented in form of tables. The findings indicated that Community Service Orders had a positive and significant relationship on ex-offenders’ social re-integration. From the findings and conclusions, it was recommended that all relevant stakeholders who contribute to the social re-integration of ex- offenders on Community Service Order need to play their active role, the government should also consider conducting regular prison decongestion exercises since ex-offenders who benefit to serve Community Service Order for the remainder of their sentences have been shown to re-integrate back to the community successfully. In future, there is need to understand how other forms of supervised non-custodial sentences apart from Community Service Order are effective on ex-offenders social re-integration.

2023-10-31T00:00:00Z