Driver Of Economic Competitiveness Research Articles

2 - Quality Issues in Kenya’s Higher Education Institutions

The capability of higher education institutions (HEIs) to serve as drivers of economic competitiveness is reducing in different developing countries due to numerous constraints which interfere with their quality. This article empirically investigated the quality assurance practices in Kenya’s HEIs, efficacy of the frameworks used, gaps and opportunities for improvement. Perceptions on eight dimensions of quality, namely, governance and management, programme planning and management, curriculum development, teaching and learning, infrastructure, assessment, research, publication and innovation and programme results were sought from three categories of respondents in eight universities.Data were collected from a sample of 136 academic staff, 340 students, and 34 staff of quality assurance directorates out of a total of 222,384, and 38 targeted respondents respectively. A 7 point Likert scale: questionnaire (ranging from 1= Strongly Disagree to 7 = Strongly Agree) was administered. The quantitative data was corroborated through interviewing the three respondent groups in the study. Analysis of gaps depicted by the differences in the weighted averages of responses of staff of quality assurance directorates and academic staff, staff of quality assurance directorates and students, and academic staff and students was done. Each HEI was first analysed individually and then findings were consolidated to obtain the overall gap on each quality dimension studied across all participating HEIs. Results indicated revealed gaps in each of the eight dimensions of quality investigated and showed Kenya’s HEIs were at different levels on the quality continuum. Hence as the results are suggestive of room for improvement, HEIs have the opportunity to benchmark with local HEIs that have progressed on certain parameters of quality and, evolve homegrown models of best practice. This will enable these institutions to continuously improve their positioning on the quality continuum which is a key tenet of quality management. The most challenged dimension was research and publication. The research recommends that Commission for University Education (CUE) should strengthen accountability mechanisms in the HEIs. It brings to the fore the need for HEIs to develop and strengthen their collaborations and networks between themselves and with industry.

THE ROLE OF PROJECT MANAGEMENT IN THE INTEGRATION OF SCIENCE, EDUCATION AND BUSINESS

Integration of science, education and business is a driver of economic competitiveness in the context of globalization and building an effective national innovation ecosystem. Project management is considered one of the main tools for improving the efficiency of commercialization projects that are the result of successful integration. The study aims to assess the relationship between project management and performance indicators of integration of science, education and business in the face of commercialization projects. The results of the study revealed that intensive use of the above processes increases the efficiency of projects. Moreover, critical processes were identified that positively affect the timing and cost of commercialization projects. Integration of science, education and business is an effective tool for sustainable development and competitiveness of States in the context of globalization and the formation of a knowledge-based economy and the construction of an effective national innovation ecosystem.

English

Any vision of knowledge societies must affirm the core aspirations for peaceful and sustainable knowledge societies in a way that acknowledges the interests of all stakeholders. It is essential to recall that knowledge societies are concerned with human development, not only with technological innovation and its impacts. This report focuses the role equitable access to education play in achieving equitable knowledge society. UNESCO’s vision of equitable knowledge societies builds on equitable access to education. The widespread recognition that equitable access to education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality equitable access to education more important than ever before. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society. Key words: Education, equitable access, knowledge society.

Exploring the Changing Face of School Inspections

Background: A number of countries have had school inspection for many years. The origins of these systems date back to the nineteenth century when mass public schooling was introduced, and education and other emerging public services were required to comply with centrally mandated rules and programmes. In contrast, many countries across the world have only introduced school inspection over recent decades as the perceived importance of educational quality as a driver of economic competitiveness has become influential in state policy. International bodies such as the OECD and, in particular, comparative evaluations of education systems such as PISA have led to a constant stream of interventions and reforms designed to deliver higher student performance outcomes. These factors have driven the growth of inspection. Purpose of Study: The purpose of this study is to provide an analysis of the factors that have led to the rapid rise of inspection as a school governance mechanism. It goes on to examine how developing conceptualisations of the ways in which inspection can be employed to achieve the range of outcomes with which it is tasked are leading to an evolving toolkit of inspection approaches and models. A number of these are examined in detail with a view not only to description but in terms of whether some of the demands that they place on schools are, in fact, realistic in practice. Sources of Evidence: This study used document analysis of policy documents and existing research to deconstruct factors relating to the changing face of school inspection since the late 1990’s. Main Argument: Formal processes of school inspection have become virtually universal. It is also argued that inspection, as it is now widely understood and practiced, has moved quite far from its historical roots and purposes. Inspection is now a complex component of wider modern concepts of public sector management and governance including quality, improvement, accountability, transparency and cost effectiveness. Conclusions: Historically inspection was largely about compliance with rules and to an extent to judge the work of individual teachers. Now, at least, in theory, it is as much concerned with creating a regulatory framework within which schools as organisations can enjoy greater autonomy while simultaneously being held responsible for student performance outcomes.