Publications

2017
Karwa R, Tran DN, Maina M, Njuguna B, Manji I, Wasike P, Tonui E, Kigen G, Pastakia SD. Addressing the 3A’s (Availability, Accountability, Adherence) of Supply Chain Systems in Western Kenya. In: Mobilizing Chemistry Expertise To Solve Humanitarian Problems Volume 1. American Chemical Society; 2017. p. 129-157. WebsiteAbstract

The right to access essential medicines and medical technologies is crucial to attain the highest-quality health care for all citizens of the world. Unfortunately, in many low- and middle-income countries (LMICs) around the world, patients’ ability to access quality essential medicines still remains a critical challenge. Barriers that impact the quality of essential medicines from chronic communicable and chronic non-communicable diseases lie within three specific areas (3A’s): availability, accountability, and adherence. First, unnecessarily complex supply chain management, poor operational procedures, and inadequate financing for health lead to low availability of medicines. Second, corruption contributes to falsified and substandard medicines and low accountability of the supply chain to the patients who rely on it. Lastly, poor patient adherence to medicines is affected by low health literacy, lack of communication between providers and patients, and social stigma of diseases. Based on our on-the-ground experiences working in western Kenya, we propose solutions that target each of these challenges to improve access and quality of medicines. Through this chapter, we hope to compel chemists to apply and focus their efforts to create transformative chemical techniques with the potential to significantly improve quality of medicines, to improve patient outcomes, and to alter the delivery of care to patients all over the world.

Wanjiku-Omollo R, Wanami S, Kandagor M. Attitudes of Tutors on ICT Integration in Teaching Kiswahili in Public Primary Teachers’ Colleges in Kenya, the Case of Rift Valley Region. Intern ational Journal of New Technology and Research (IJNTR) [Internet]. 2017;3(10):27 - 31. Attitudes of Tutors on ICT Integration in Teaching Kiswahili in Public Primary Teachers’ Colleges in KenyaAbstract
PDF icon ijntr03100055.pdf

This paper is a report of a study carried out in 2017 in Public Primary Teachers,’ Colleges (PTCs) in Kenya, Rift Valley Region. The study sought to establish the attitudes of tutors on ICT integration in teaching Kiswahili in PTCs and was guided by Social Cultural Theory (SCT). The inquiry employed sequential mixed methods design and pragmatic philosophical paradigm. Purposive sampling was used to select five PTCs, 36 tutors, all second year student teachers, five Deans of Curriculum and Director e-Learning at the Kenya Institute of Curriculum Development (KICD); stratified random sampling was used to get 232 student teachers from the colleges. Data was collected using questionnaire, structured

observation and interview schedule. Quantitative data was analyzed descriptively, presented using tables and bar graphs in frequencies and percentages while qualitative data was analyzed and presented in themes. The investigation found that

tutors’ attitudes on application of ICT integration were positive; they were enthusiastic of the new technology. Though the tutors had positive attitude they did not integrate, they failed to utilize ICT integration in the teaching of Kiswahili thus

it was not a practice the PTCs. The researcher recommends that, KICD to organize in-service trainings (INSETs) for all the tutors in PTCs on ICT integration in the teaching of Kiswahili. ICT integration in teaching Kiswahili should be mandatory and tutors who integrate should be motivated.

Index Terms—Application, Attitudes, Integration, Kiswahili, Teaching

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