external frame DAAD (the German Academic Exchange Service) is offering up to seven (7) Research Grants for young Kenyan academics and scientists for the academic year 2015/16 in to pursue a PhD in Germany. In addition, together with the Government of Kenya, DAAD offers up to 20 scholarships to staff of public and private universities and public research institutes to pursue a PhD in Germany. The scholarships are open to all fields of research. The Master’s degree must not be older than 6 years at the time of the application.scoopnest.com Among the main requirements is a well developed research proposal (between 10 to 15 pages). In addition, the applicant needs to find a supervisor in Germany or get admission into a structured PhD programme.
The school offers the following Postgraduate courses. Masters of Financial Economics - The program takes 2 years and requires one to be full time. Masters of Economic Policy Analysis - its duration is still 2 years. To apply one needs to visit the Kenya School of Monetary Studies website to download the application form. Masters of Finance - the qualification after undertaking this program are masters, its duration its 2 years still and the qualifications are as listed on the Website. Master of Banking and Finance - is the last Postgraduate program that the institution offers. The school offers the Diploma in Business Programme in two main languages that are French and English.
Diploma programs take a duration of only 2 years when undertaken full time from the Kenya School of Monetary studies. The certificate courses offered range from a wide variety of them and they are usually shorter than the Diploma and Postgraduate courses. The school also has other shorter courses often referred to as clinics which mostly target Small and Medium scale business owners (SMEs) and entrepreneurs. These clinics teach business owners the best ways to handle their finances in the most financially sound ways. It is the business incubation centres that run with the clinics. A great institution should offer a good learning environment for its students.
The School offers, a good and conducive learning environment for its students. Its learning areas are surrounded by well-manicured gardens. Its lecture halls have stood the test of time and it also has one of the best libraries. What’s more, you might ask? All its courses both short term and professional have been informed by its research centre. This means that any course offered has a carefully crafted curriculum which will ensure that by the time one is done with the course, he or she is fully qualified. The school is easily accessible as it is located off the Thika superhighway on Nordin Road, next to De la Rue. Further to having well-crafted curriculums, Kenya School of Monetary Studies boasts of having networks with many reputable international organizations.
The organizations include UNDP, the University of Nairobi, the US Treasury, USAID, COMESA, and AFDB among other institutions. The networks that the school has developed with these institutions directly benefit its students. The students benefit from being able to intern in most of the institutions listed above especially those that have their offices within Nairobi. All the structures that the school has put in place are aimed towards churning only the best among its admitted students. The reasons above are sufficient enough for anyone to want to further their studies at the school. The Kenya School of Monetary Studies envisions itself as attracting world-class professionals for capacity building. As a result of this, it has continually kept on improving its service delivery. The school has also made collaborations with other universities such as Moi University and Jomo Kenyatta University of Science and Technology(JKUAT).
“Africa,” Calestous Juma wrote to me in 2015, “is diverging between those who want to talk and those who want to do something practical.” Juma was one of the latter. An international-development scholar, he championed the harnessing of science, technology and innovation for development. He founded Africa’s first science-policy think tank, led major United Nations science initiatives and wrote influential books. Juma’s trademark mix of candour and humour inspired many African presidents, including Paul Kagame of Rwanda, to invest in national and continental research schemes. For African academics, Juma was an ally connected to the world’s most powerful presidents and prime ministers. Yet he was loved for his approachability — especially by journalists such as me, with whom he shared a special bond. Born in 1953, Juma grew up in Busia County, western Kenya, on the shores of Lake Victoria.
His childhood was plagued by bouts of malaria. To help pay his school fees, Juma fixed broken radios and record players. Unable to afford university, he trained as a science teacher, but got a job reporting on science and the environment after an editor at Kenya’s Daily Nation spotted his exceptional talent for writing in letters Juma submitted to the newspaper. In 1979, he went to work for the non-governmental organization Environment Liaison Centre, based in Nairobi, as a researcher and editor. Juma returned to Kenya to create the African Centre for Technology Studies (ACTS) in Nairobi. ACTS, which opened in 1988, helped to draft Kenya’s first industrial-property legislation, leading to the creation of the country’s patent office. At ACTS, Juma directed a Canada-funded project called Economic Reform and Environment in Africa, which explored the links between economic development and conservation management.
Drawing on a three-year project in Africa, he published The Gene Hunters (Princeton Univ. 1989, which set out the threats of modern biotechnology and its potential for solving food insecurity, especially in developing nations. In 1995, Juma moved to Canada to serve as the first executive director of the United Nations Convention on Biological Diversity, which he helped to negotiate with policy bodies such as the Food and Agriculture Organization of the UN. He enjoyed engaging scholars, diplomats and researchers in discussions about conservation and sustainable biodiversity. The resulting international agreement on handling the products of modern biotechnology, the Cartagena Protocol on Biosafety, was adopted in 2000, after Juma left the organization. Juma felt that it placed too many restrictions on the use of genetically modified crops in Africa.
In 1998, Juma moved to Harvard to think and write. He spent the early 2000s coordinating a UN task force on how science and technology could assist with the attainment of the Millennium Development Goals, notably eradicating hunger and ensuring environmental sustainability. He influenced Africa’s 2005 science plan, which created continental schemes to boost research under the auspices of the African Union and the New Partnership for Africa’s Development in Midrand, South Africa. One of its fruits is the Southern Africa Network for Biosciences, an initiative based in Pretoria that provides African researchers with access to world-class labs for work on agriculture and health.
In 2007, Juma was the keynote speaker at the first African Union summit that had a focus on science and technology. He urged the heads of state, gathered in Addis Ababa, Ethiopia, to harness knowledge to help their countries leapfrog industrialized nations. Juma’s optimism and appetite for action was at odds with the lumbering bureaucracy of African policymaking. He was often frustrated with the slow pace of implementation, and it irked him that science and technology policies were drawn up separately from relevant economic, MUT SoE industrial and social-development policies. He rejected the view that science could drive development through targeted calls from funding agencies for proposals from academics in ivory towers. Rather, he believed in training young Africans to be entrepreneurs and engineers, by investing in infrastructure such as roads and broadband networks and unlocking African curiosity and ingenuity.
Juma was no stranger to controversy. His support for biotechnology in developing countries saw him lock horns with people who were lobbying against genetically modified organisms. His book Innovation and Its Enemies (Oxford Univ. “innovation and incumbency” throughout human history. He showed how the fears that led people to initially reject novelties such as coffee, margarine and printing rarely came to pass. Juma leaves a lasting legacy, not least through the people he met and inspired with his inquisitiveness and mischievous approach. His graduate courses at Harvard on the role of innovation in economic growth and the global economic impacts of biotechnology were popular — in part because of his entertaining lecturing style. True to his vision of getting academic thought out into the real world, he also taught an executive course for senior policymakers and practitioners on how to integrate science and technology into national development policies. Juma was modest about his achievements, and sanguine about failure, both his own and others’. Development, he maintained, was by its nature experimental, and Africans must be allowed to experiment — to make mistakes, and to learn from them.
Supervisory Control and Data Acquisition(SCADA) systems are mainly used to control and manage real time systems by monitoring their activities while reporting any kind of inconsistencies. These systems have been used to monitor critical infrastructure systems and provide early warnings of potential disaster situations. Fires of suspected arson have claimed over 100 lives of students in Kenyan schools since 1998 and destroyed property worth millions. The years,2016 and 2017 alone have seen over 120 schools razed down. This mainly happens at night falls when the unsuspecting schools are sleeping. The motivation is to study and examine how SCADA systems may be used in schools to mitigate this problem.
Despite these limitations, international aid agencies have developed activities and an English-language education program based on a Kenyan curriculum. And even in the desperate situation of this overcrowded and isolated camp, some good news can emerge. I met Mohamed, an elder with a serious disability. He introduced himself as a religious man and explained that he has put his nine daughters – all born in the camp – through school and is fighting the tradition of early marriages. He is supported by others, who value education as the single best benefit refugees can gain from their exile. And yet, because of limited resources, barely half of school-aged children in the camp manage to enroll in school. Funding has decreased over time as donors respond to new emergencies and grow tired of the intractable situation in Somalia.
Embracing adventure is a common theme of Brian Hall’s life and his career with the U.S. Department of State. A 2004 Boettcher Scholar from Custer County High School, Brian attended Colorado College, where he majored in economics and was involved in track, student government and research. When plans to work at a financial planning nonprofit didn’t materialize after graduation, Brian took a mentor’s advice and moved to Nepal with only a 15-liter backpack and no guidebook. “It was the best advice,” Brian said. “I was totally dependent on making connections with people.” While teaching in a remote village, Brian started a recycling project, taught local students, and sponsored college scholarships for three aspiring Nepalese teachers.
Grounded in serving others abroad, he successfully applied for the foreign service. “I knew about economics and how to engage with people, and I was completely honest about who I was in my interview. Being authentic took me where I needed to go.” Since entering the foreign service in 2009, Brian’s adventures have included living in Ecuador, Niger, Washington, D.C. Kenya - all while starting a family. He currently works as a political officer at the U.S. Embassy in Nairobi, but has worked on a range of projects from processing visa applications and advocating for U.S.facebook.com Kenyan academics and officials and helping with the recent high-level visit by the Secretary of State. Brian’s favorite aspect of his work is connecting with people and partnering their aspirations and U.S. One such example is a young leader from Niger, who with the help of the U.S.
Department of State, attended Harvard and recently established the first liberal arts college in his country. These connections help Brian appreciate the differences and “amazing similarities” he encounters in his daily life. “Rural Africa is remarkably similar to the rural America I experienced as a kid. People are nice, welcoming and want to engage. But unlike the U.S., there’s no option for fast food.” Outside of work, Brian is committed to living out his service ethic. Though he moves posts every few years, Brian volunteers with youth, hosts informational programs for rural American students interested in international careers and is a mentor with the Boettcher Foundation's mentorship program. He also aims to recruit more talented students like Boettcher Scholars to careers in international relations and government service.
“Public service isn’t something that’s far away and only for a certain type of person. We need capable and service-minded Coloradans and people from all over the U.S. ” On balancing service work and life, Brian shared a lesson he learned in college: “Always seek out service opportunities. But be very specific about what you do, and don’t try to do too much. Focus in on the places you can make a deep impact and real connection.” Brian’s career in the foreign service is extremely rewarding and full of connection, but also presents challenges. Brian and his wife are intentional about connecting their two children back to the U.S.
Colorado, as it can be challenging to develop a sense of home.go.ke His family is asked to uproot every few years, and they miss many weddings, funerals and holidays. Yet in the face of such challenges, Brian’s optimism and service ethic keeps him and his family moving forward: “Always stay connected with the people you love and serve. They’ll remind you of the good that you’ve done and the positive experiences you’ve shared.” Brian is surprised by his life’s adventurous path, and experiences he would have never imagined. He is grateful for the Boettcher Foundation’s initial investment in his education and is motivated by knowing that even though he lives outside of Colorado, he is paying forward that investment by serving his country in a meaningful way. “Be open to possibilities. Realize that Boettcher gave you the great gift of financial freedom.
Kenya is an ethnically diverse country and is made up of about 40 main ethnic groups. This diverse ethnic composition makes the country a multilingual country with many different languages used within its borders. Of these languages, Swahili and English are the two official languages as recognized by law. There are other major regional languages in the country with two of the most widely spoken being Kikuyu and Luhya languages. Swahili is one of the major languages used in Kenya. The language is also recognized by law as the official language in the country. The Swahili language is also used as the lingua franca by most people in the country.
Swahili is also recognized as the official language in the African Union and East African Community; regional bodies of which Kenya is a member country. The language is used natively by the Swahili ethnic group who inhabit the coastal region of the country. Swahili is a Bantu language which is categorized under the Niger-Congo language family. The earliest documents written in Swahili were letters written in 1711 using the Arabic script. There are numerous dialects of Swahili language which exist along the Kenyan coast including Kivumba (native to the southern coast), Mambrui (native to Malindi), and Kimvita (native to Mombasa).
The Swahili language is incorporated into the Kenyan education system and is a mandatory subject taught up to high school level of education. The use of Swahili in Kenya is regulated by the “Chama cha Kiswahili cha Taifa,” a government body based in Nairobi. English is the other language which is recognized by law as the official language in Kenya. English was introduced in the country after Kenya became a British colony in the 19th century. English is the primary language used in formal conversations in the country and is also the language used in the drafting of legal documents and during court proceedings.
English has few native speakers in the country, most of whom are expatriates from England or the United States. However, the language is used as the lingua franca by millions of Kenyans most of whom reside in the country’s urban regions. English is also one of the main languages used in both print and electronic media. The Kenyan education system is primarily based on English with the language being used as the language of instruction in all the main subjects except Swahili. Kikuyu is one of the major regional languages in the country. The language is the native language among members of the Agikuyu ethnic group who reside in the central region of the country. There are an estimated 7 million native Kikuyu speakers in Kenya who account for 22% of the country’s population. Like Swahili, Kikuyu is also categorized as a Bantu language under the Niger-Congo language group. The language is made up of four geographically-defined dialects which are the Kirinyaga dialect, the Kiambu dialect, the Murang’a dialect, and the Nyeri dialect.
For the past 10 years, small enterprise development has been identified as a priority area in development policy in general, and in Africa in particular. There is now considerable experience among international donor agencies with interventions aimed at the development of the small enterprise sector. Increasingly, small enterprise development is regarded as crucial to the achievement of broader objectives such as poverty alleviation, economic development, and the emergence of more democratic and pluralistic societies. 16.2 million in 1996-97. Within the United Nations system, the International Labor Organization (ILO) and the United Nations Industrial Development Nelson is Associate Professor and Coordinator of International Programs and Johnson is Associate Professor and Graduate Programs Coordinator.
Both authors are in the Department of Human Resource Education, University of Illinois at Urbana-Champaign, Champaign, Illinois. Organization (UNIDO) have implemented a variety of programs to support small enterprise development, especially for Africa. In Kenya, a variety of policies and programs have been enacted to facilitate the growth of the small enterprise sector. The small enterprise sector in Kenya is defined as being all of those businesses that employ 1-19 people. It is estimated that 2.1 million of Kenya's workforce are employed in the sector's 912,000 enterprises. The sector is growing at an impressive rate. In 1993, for example, it increased by 20%. On the other hand, the large-enterprise sector recorded only a 2.3% growth in the same year. These growth rates indicate that, in the foreseeable future, small enterprises will employ three out of every four people looking for jobs in the nonagricultural sector ofthe economy.
Kenya must integrate business, technology, self-employment, and entrepreneurship into the curriculum. This idea was supported by the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond (1988), which recommended that entrepreneurship training be taught in all technical training institutions. Major Development Concerns Before considering the role of education and training in creating an enterprise culture, several critical concerns about development issues need to be highlighted. It is argued that properly designed and implemented programs of technical education can significantly reduce the negative impact of these concerns for developing countries. Unemployment Unemployment, particularly among the youth, is a critical problem in developing countries. Since technical training institutions are located throughout Kenya, entrepreneurship education will help ensure an adequate supply of potential entrepreneurs in both urban and rural areas.
Industrialization Accelerated industrialization, particularly through small-scale enterprises, requires an increased supply of individuals with entrepreneurial capabilities. As Kenya moves from over-dependence on an agrarian economy to a more diversified industrial society, the supply of entrepreneurs involved in manufacturing and technology-related businesses must increase. Technical training institutions are capable of preparing potential entrepreneurs by adding entrepreneurship education to their curriculum. Capital Formation Capital is a scarce resource for economic development that needs to be used wisely. Care should be taken to ensure that the individuals who receive loans actually possess the technical and entrepreneurial skills needed to succeed. The emergence of limited numbers of enterprises, the high mortality rate ofthose that start, and the slow or stagnated growth ofthose that survive are clear indications that increased efforts are needed to prepare more competent entrepreneurs.
Labor Utilization Human resources are very important for development. By orienting young people toward self-employment, human resources may be used more productively. The entrepreneur can be depicted as a role model in the community, a provider of employment opportunities for others, a stabilizing factor in society, and a primary contributor to the development of natural and human resources within a nation. Entrepreneurs provide new insights and perform a positive function in the economic development of a country. In the private sector, entrepreneurs are those who are motivated to take risks, be innovative, develop new business ideas, and invest money and other resources to establish enterprises that have growth potential.