ABE Advanced Diploma in Business Management

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    Land Administration Academic Education in Eastern Africa
    (06-05-13) Wayumba, Gordon
    The last five years has shown a remarkable growth of academic programs in land administration in Eastern Africa. In recognition of the role of land and land administration, various governments have supported training institutions in their countries to set up programmes in the land administration domain. Programs at Bachelor’s level are being offered in Kenya, Ethiopia and Rwanda, and are expected to start in Tanzania. Ethiopia embarked on an MSc program in Land Administration, while universities in Uganda, Tanzania and Rwanda, are developing their postgraduate and/or master’s curricula. A comparative analysis of the Bachelor’s programs offered at Eastern African Universities showed that the programs are quite similar in nature and are covering a broad spectrum of land administration subjects. The Master’s and postgraduate curricula are more specialised, with different orientations in the different universities. An important role in the development of land administration academic education in Eastern Africa played The Royal Institute of Technology (KTH) in Sweden, where many young graduates were trained who later became responsible for the development of the first bachelor’s programs in Ethiopia, Kenya, Tanzania and Uganda. In 2010 these countries and their universities started the Eastern Africa Land Administration Academic Network (EALAAN) in order to support each other in the development of their curricula. In the meantime EALAAN has grown as new members joined or are expected to join soon. It has broadened its focus to include Post Graduate Degree, Master’s programs and vocational training in land administration.
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    EFFECTS OF LECTURERS’ ICT SKILLS FOR ONLINE LEARNING TRANSFORMATION IN PUBLIC UNIVERSITIES
    (African Journal of Emerging Issues (AJOEI)., 2025-12) Agnes M. Gachau
    Purpose of Study: This study examined the effect of lecturers’ ICT skills on online learning transformation in public universities in Kenya. The objectives were to assess lecturers’ ICT skills and determine how these competencies influence online learning delivery. Problem Statement: Although institutions have invested in digital infrastructure, limited lecturer competence in developing and administering e-content still poses a challenge, thereby slowing full e-learning integration. Methodology: The study focused on seven purposively selected public universities and targeted lecturers, ICT staff, registrars and students. A total population of 537 respondents (153 staff and 384 students) participated, selected using stratified and simple random sampling procedures. Grounded on the Technology Acceptance Model and Diffusion of Innovation Theory, the study applied a descriptive quantitative research design. Data were collected using structured questionnaires and interviews, validated through expert review and pilot testing. Reliability was confirmed with Cronbach’s alpha values ranging from 0.762 to 0.778. Data were analyzed using SPSS through descriptive and inferential statistics. Result: Findings revealed that 68.6% of respondents were male, while 56.3% of ICT staff were aged 31–40 years. Students agreed that lecturers could deliver e-content (M=1.890) and use LMS platforms (M=2.000), while ICT staff were uncertain about lecturers’ capacity to develop online materials (M=2.743). Conclusion and Recommendation: The study concludes that online learning transformation depends heavily on ICT skills, and recommends continuous ICT training, enhanced digital support systems and structured e-learning policies. Keywords: Capacity building, E-learning, ICT skills, Online learning, Public universities, Technology adoption.
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    Evaluating ICT Staff Technical Readiness for Online Learning Transformation in Public Universities in Kenya
    (INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-12-22) Agnes M. Gachau
    This study evaluated ICT staff technical readiness for online learning transformation in public universities in Kenya. Despite increased adoption of digital learning, many institutions continue to experience challenges related to inadequate technical skills among ICT personnel, limiting the effective implementation and sustainability of online learning systems. The study aimed to determine the technical competencies possessed by ICT staff and examine how these skills influence online learning delivery. It focused on selected public universities and specifically assessed competencies in LMS management, software installation, digital applications, and system maintenance. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT2) as the primary theoretical lens and supported by the Technology–Organization– Environment (TOE) framework. A descriptive quantitative research design was employed. The target population comprised students, registrars, and ICT staff, from which 537 respondents were sampled using stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using SPSS through descriptive and inferential statistics. Findings revealed that ICT staff possess essential technical skills but demonstrated uncertainty in advanced competencies such as LMS development. The study concludes that ICT staff readiness significantly affects online learning transformation. It recommends enhanced training programs, investment in ICT infrastructure, and strengthened institutional support systems to improve digital learning outcomes in Kenyan public universities Keywords: ICT readiness, online learning, LMS management, technical skills, digital transformation.