Institutions In Kenya Research Articles

Reward Management as A Precursor of Employee Retention in Christian Faith-Based Health Institutions in Kenya: Moderating Role Transformation Leadership

Employee retention is one of the most critical issues facing health institution managers today. In Kenya, Health Sectors have experienced health workers' strikes and high employee turnover. Retaining staff in Christian Faith-Based Health institutions is a dilemma that many health institutions have to grapple with. This motivates the undertaking of the current study to assess reward management as a precursor of employee retention in Christian faith-based health institutions in Kenya. A descriptive research design was used. The target population was 10,124 staff from CHAK Organization. The sample size was 385. The study used primary data collected using a questionnaire. Findings indicated that reward management was a significant precursor for employee retention in Christian Faith-Based health institutions in Kenya (B= 0.754, P = .003). An increase in reward management would impact positively on employee retention. The study concluded that reward management is a significant precursor for employee retention in Christian Faith-Based health institutions. The study also concluded that transformational leadership has a significant moderating effect on the relationship between reward management and employee retention. The study recommends that management in Christian Faith-Based health institutions should seek to measures manage rewards effectively.

Effect of Product Innovations on Growth of Micr Ofinance Institutions in Narok Town

Innovations enhance long and short-term decisions making towards remaining competitive in the business environment. MFIs in Kenya and more so in Narok Town are no exception. The study sought to assess the effect of product innovation strategies on the growth of microfinance institutions in Kenya, Narok Town. The research adopted cross-sectional design and a census was applied of 180 respondents employed in 11 registered MFIs. Primary and Secondary data was collected and correlation and linear regression analyses were applied. The results showed that product innovation had a significant positive association to growth of MFIs in Narok Town (r= 0.190, p=0.019), and product innovation had a positive Statistical effect on growth of MFIs in Narok Town (?=0.169, t (149) = 2.35,p=0.02<0.05). In conclusion, it is evident that the more MFIs invest in innovative products the better their growth. The study therefore, recommends that the MFIs in Narok town need to invest more in product innovation as a mean to sustain their growth and remain afloat in the completive market.

Brand Equity and Customer Citizenship Behaviour among Students of Selected Universities within Mount Kenya Region

The growing number of higher learning institutions in Kenya and around the world has emphasized the importance of brand equity in customer decision-making. Despite the role of brand equity, enrollment in public universities has been declining in the past three years. The study was conducted to establish the effect of brand equity on customer citizenship behaviour among students of selected universities within Mount Kenya region. The study was anchored on Keller brand theory. A descriptive research survey was utilized and a target population of 600 4th year students were selected from universities within Mount Kenya region. A sample size of 240 students was selected through simple random sampling. Primary data was collected using both closed and open-ended questionnaires. Data analysis was done using descriptive and inferential statistics including correlation and regression analysis. Results indicated an R squared of 0.565. This denoted that brand equity explains 57% of the variations in the customer citizenship behavior. Findings also indicated that brand equity had a positive and significant effect on customer citizenship behavior (β=0.912, p&lt;0.05). This suggested that a marginal increase in brand equity will lead to 0.912 increase in customer citizenship behavior. The study concluded that brand equity significantly contributes to improved customer citizenship behavior (57%). The study recommended that universities’ management should consider engaging in strong advertising and marketing campaigns so as to create more brand awareness and hence build customer citizenship behaviour. The university administrators should make sure the brand image conjures cleanliness. They should also create a positive and inviting environment. The government and ministry of education policymakers should also promote brand equity in Kenyan universities. Keywords: Brand Equity, Customer Citizenship Behaviour, University students

Effect of CSR on the Financial Performance of Financial Institutions in Kenya

Corporate social responsibility (CSR) is an integral path towards realizing vision 2030 and the sustainable goals of the UN, as well as the sustainable development of individual countries. However, in recent years it has become increasingly clear that these goals cannot be achieved without sustainable corporate practices. Previous research seeking determine the effect of CSR on the financial performance of various institutions have yielded different results, leaving geographical, sectorial, and scholarly gaps. This study aimed to discover the effect of CSR on the financial performance of financial institutions in Kenya, as this country lacks a direct association between CSR and corporate financial performance (CFP). We focused on examining the effect of ethical, charitable, and gender-mainstreaming CSR activities on the financial performance of financial institutions in Kirinyaga County. A study population of 300 employees working in the financial institutions in Kirinyaga County was included, and a sample of 171 participants was selected using stratified and systematic sampling techniques. A causal research design was adopted, and data were analyzed using SPSS software. Questionnaires were administered in person to gather primary data. The study found a strong positive relationship between CSR practices and the financial performance of financial institutions and recommends that firms invest more in ethical, charitable, and gender-mainstreaming CSR activities, as such activities positively influence their financial performance.

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

The unprecedented onset of COVID-19 and the emergency closure of institutions of Higher learning heralded a new way of completing the curriculum and taking the students through the academic calendar. Previous definitions of emergency education had tried to allude to war, civil strife, floods, drought and even some instances of HIV AIDS or children living on the streets. The COVID -19 gave a new definition to emergencies, as it led to forced containment and requirement for social distancing on a global level. Prior to the pandemic, Learning Management Systems (LMS) had been around in what would be termed as E-Learning, computer-based education and other computer related terms, Most of the LMS would support both synchronous and asynchronous education. However, face to face learning was still the preferred mode of teaching, and the online component was considered complementary and supplementary. COVID-19 led to Emergency Remote Teaching, and this brought about a change in approach and rethinking of the technologies available for remote teaching. Many Universities had to find a way of providing a supplementary way of providing live and synchronous classes. Previous applications such a ZOOM, Google Meet and Microsoft Teams found their use in the educational setup, with many Universities subscribing to these tools as well as those that are embedded in LMS, such as the BigBlueButton as used to together with MOODLE as a plugin. The aim of this study was to establish how Videoconferencing tools are used to provide synchronous and asynchronous education. The objectives were to establish how Videoconferencing tools are used to aid in teaching and learning, how these tools are used to mirror a face to face class, as well as the challenges faced in integrating these tools in the classroom. This study used a quantitative and qualitative approach where a web-based questionnaire with both open and closed questions were posted to an E-learning special interest groups consisting of faculty in both private and public institutions in Kenya and some students taught by these faculty, and followed by in-depth interviews via Videoconferencing The study established that many institutions turned to stand alone and open source videoconferencing tools to teach both synchronously and asynchronously in a blended mode. The biggest challenge was in the IT element due to non- availability of stable internet connectivity and the fact that neither the students nor the faculty had clear training on the tools available within the videoconferencing applications, and there was no formal method of integrating the same to teaching. The study recommends a policy framework on the integration of such tools in the teaching.

Competency-Based Assessment in Entrepreneurship Education in Kenya’s Tertiary Institutions

Education systems worldwide are shifting to knowledge-based curricula with emphasis on the learners’ acquisition of relevant competencies. Entrepreneurship education was introduced in tertiary institutions in Kenya in 1999 to produce entrepreneurs, including preparing graduates for the world of work. However, limited studies have focused on the assessment of acquisition of such competencies, especially in entrepreneurship education. This study was designed to examine the effectiveness of assessment modes used in entrepreneurship education in imparting requisite competencies among students in tertiary institutions in the country. The study adopted a cross-sectional research design. A total of 412 students selected from three tertiary institutions were involved in the study. Data were collected using questionnaires and analysed quantitatively using descriptive and inferential statistics. The study showed that written examinations were the most commonly used mode of assessment of entrepreneurship education, followed by projects and attachment. The study revealed that there is no significant difference in the influence of the mode of assessment as adopted in the different tertiary institutions in fostering the acquisition of competencies (F Ratio&lt;F Critical) (0.835&lt;3.02). However, when the requisite competencies were compared, the study showed that the mode of assessment adopted enhanced acquisition of ideas and opportunities (0.313 units) and resources (0.364 units) competencies more compared to the into-action competencies (0.249 units). To enhance the acquisition of relevant competencies, the study recommends adoption of different appropriate modes of assessment in entrepreneurship education.

The Mediating Effect of Psychological Empowerment on the Relationship between Transformational Leadership and Staff Retention in Microfinance Institutions in Kenya

Retention of the desired staff in microfinance institutions has remained a major challenge as depicted from extant literature. It is often associated with inappropriate leadership deployed in these institutions among other antecedents. The current study, therefore, set out to establish the effect of transformational leadership on staff retention in microfinance institutions in Nairobi City County, Kenya, as well as the mediating effect psychological empowerment on the relationship between transformational leadership and staff retention in microfinance institutions in Nairobi City County, Kenya. The study was guided by Transformational Leadership Theory, Leader-Member Exchange Theory, Social Exchange Theory, and Resource-Based View Theory and founded on the positivism philosophy. Descriptive and explanatory research designs were adopted to guide the study. A sample of 298 respondents was obtained from 12 microfinance institutions in the Nairobi City County, Kenya, through census method for data collection. The unit of analysis was the head offices of the 12 microfinance institutions, while the unit of observation was the senior management level, middle management level and lower management level. Data was collected using structured questionnaires and analysed using descriptive and inferential statistics. The hypotheses were tested at the 5% significance level. The study established that transformational leadership was a significant predictor of staff retention, and that this relationship was partially mediated by the psychological empowerment. The study recommends that the microfinance institutions management should align transformational leadership practices with the strategic goals set for staff retention and emphasize on psychologically empowering strategies for their staff.

An Empirical Survey of the Relationship between Transformational Leadership and Staff Retention in the Context of Microfinance Institutions in Kenya

Retention of the desired staff is a key determinant of success in microfinance institutions in the modern competitive world. Notably, these institutions experience poor staff retention due to inappropriate leadership. Investigations on the effect of transformational leadership on staff retention have largely considered transformational leadership as a unidimensional construct than its respective dimensions of idealized influence, inspirational motivation, intellectual stimulation and individualized consideration. This study therefore investigated the effect of transformational leadership on staff retention in microfinance institutions in Nairobi City County, Kenya, specifically the effect of idealized influence, inspirational motivation, intellectual stimulation and individual consideration on staff retention. The underpinning theories were Transformational Leadership Theory, Leader-Member Exchange Theory, Social Exchange Theory, and Resource-Based View Theory. The study was guided by the positivism philosophy and descriptive and explanatory research designs. A total of 298 respondents was obtained through census sampling from the 12 accessible microfinance institutions licenced by the Central Bank of Kenya in Nairobi City County. Primary data was collected from senior, middle and lower-level management staff in the headquarters of these institutions, using structured questionnaires. The data were analysed using descriptive and inferential statistics, while hypotheses were tested at 5% significance level using regression analysis. The study established that transformational leadership significantly predicts staff retention through idealized influence, intellectual stimulation and individualized consideration. The study recommends that the policy makers in the microfinance institutions should align transformational leadership practices with the staff retention strategies for the success of these institutions.

Management Information Systems Capabilities and Performance of Teachers Service Commission of Kenya

The need for Teacher Service Commission (TSC) to perform better, become more efficient operationally and more responsive towards its stakeholders’ needs in service delivery has seen increased automation of services through adoption of Management Information Systems (MIS) in the institution. This study sought to establish the influence of MIS capabilities on performance of the institution. The specific objectives were to establish the influence of communication capabilities, payment capabilities, human resource management capabilities and data management capabilities on performance of Teachers Service Commission of Kenya. The study was anchored on Unified Theory of Acceptance and Use of Technology, Resource Based view theory, and Theory of Planned Behavior. The study adopted a descriptive research design. The target population consisted of 1,30 0 staff in various departments in TSC headquarters, Nairobi. The population was grouped into population into two sub - populations, namely - the management and the support staff. The study employed stratified random sampling technique for purpose of choosing a sample size of 130. The study used primary data which was collected with the help of the questionnaire. The questionnaire had both closed and open-ended questions. A pilot test was carried out to ensure that the questions in the questionnaire were thoroughly reviewed to ensure clarity and eliminated any form of ambiguity. The data was analyzed using descriptive and inferential analysis. The study found out that communication capabilities, accounting information systems, human resource management systems, and electronic data management system influenced performance of TSC. The study concluded that communication capabilities influenced performance of TSC in terms of speedy delivery of information and efficiency. The study also concluded that accounting capabilities had a positive influence on performance of TSC. It was concluded that human resource management capabilities had positive and significant influence on performance of TSC. The study recommended that TSC should continually adopt and implement management information systems in service delivery. The top management should continually support the adoption and implementation of MIS through budget allocation and also ensure proper orientation to the staff at all levels to ensure they have proper and adequate knowledge to use MIS effectively. The study will be of benefit to the management and staff of TSC; to other public institutions in Kenya who wants to adopt ICT in delivery of services; to the government of Kenya as the policy maker; and to researchers.

Total Reward and Employee Performance in Technical Institutions, A Case of Kiambu Institute of Science and Technology, Kiambu County, Kenya

Employees are assets in any organization; the importance of an employee in institution is more significant because the industry is by nature manpower intensive. Most of the employee activity and behavior in the teaching sector involves direct contact with the students. Employee performance encompasses the activities related to a job and how well these activities are executed by employees. Every employee behavior or activity does not result in performance but their reactions to external environment. There is a need to ensure every employee is motivated and encouraged to get better performance. Accordingly, the project undertook to inquire on effects of total reward on employee’s performance in technical institutions in Kenya, focusing on the Kiambu Institute of Science and Technology situated in the County of Kiambu, Kenya. Specifically, the project’s focus was effects of financial rewards, non-financial incentives, work-life balance, and career development on employees’ performance in technical institutions. The study is grounded on five theoretical underpinnings: Expectancy theory, Two Factor Theory, Work-family Enrichment Theory, Social Cognitive Theory, and the Social Exchange Theory. Descriptive research design was used in the study to assert how total reward influences the performance of employees in technical institutions. Target population comprised 362 employees at Kiambu Institute of Science and Technology in Kiambu County, Kenya. The tool used for collection of data was pre-tested for validity and reliability through a pilot study on five respondents drawn from the sample. Purposive and stratified purposeful sampling was employed to select study samples. The researcher applied Yamane’s formula to generate the required sample size. Both closed and open-ended Questionnaires were used to elicit responses from the respondents. The research used SPSS computer software in undertaking analysis of the data. The research study found that total reward system had weak positive correlation with performance of employees (r=0,021, N= 155, p &lt; 0.05). The study concludes that total rewards are essential for improved performance of employees as results of this project showed. These findings were important to the technical institutions in Kenya, if implemented could help in motivating the employees hence enhanced performance, the study suggest that studies to be done around work-life balance in rural and per-urban technical institutions.

Teaching and Learning of Hand Engineering Drawing in Tertiary Institutions for Large Classes

This study arises from the concern about pedagogy of engineering drawing at tertiary institutions in Kenya. Teaching hand drawing has become rare when engineering classes are becoming larger and online classes are a norm. The study used interpretive approach to explore perception of tertiary institutions to hand drawing and the best mode of delivery to enable students understand best. It’s observed that delivery of the engineering drawing course was majorly done by powerpoints at 70.4%, and 87% of the students agreed that step by step illustration helped them understand best. The focus group established loading and timetabling to be biggest challenge in delivering. The focus groups proposed the maximum number of students per drawing class be limited to 70. Keywords : Hand engineering drawing, large classes, tertiary institutions DOI: 10.7176/JEP/13-16-11 Publication date: June 30 th 2022

Blended teaching and learning journey: Implementation in higher education institutions in Kenya

Blended teaching and learning journey: Implementation in higher education institutions in Kenya

The perception of Japanese among teachers and learners in Kenya: A case of tertiary institutions

Japanese is one of the foreign languages taught in tertiary institutions in Kenya. Though the language is offered at basic as well as at advanced levels, most of its learners do not pursue it beyond the basic level. One of the contributing factors to the low progression could be how the teachers and the learners perceive the language. This paper examined the perception of teachers and learners of Japanese in tertiary institutions. Data was collected through administering questionnaires and interviews to the teachers and learners of the language. The data was then analyzed using statistical software. The study revealed that learners’ perceive the language as a tool for communication and socialization, as well as a means for professional advancement. It was also found that some teachers do not consider it necessary to teach the logographic scripts (Kanji) scripts, and that some institutions do not teach Kanji at all. The lack of emphasis on Kanji scripts, perceived difficulty of the language and the perception that the language is a tool of socialization of which basic level is sufficient, were seen to be among the main factors that hinder learner progression to advanced levels.

Digital Lending and Loan Portfolio of the Listed Commercial Banks in Kenya

Digital lending has served to ease activities relating to the process of acquiring loans from various financial lending institutions in Kenya. Several concerns have been raised including the need to regulate the provision of digital loans to safeguard the banks from making losses and preventing customers from exploitation. Current studies have emphasized the effect of mobile lending on the Kenyan banks' financial performance. The study's general objective involved analyzing the effect of digital lending on the loan portfolio of the listed commercial banks. The project embraced a descriptive research design. The target population involved listed commercial Banks that embrace digital lending. The findings revealed that the length of digital lending had a favorable but statistically negligible influence on the loan portfolio of listed commercial banks. Also, the findings revealed that that the correlation between digital lending duration and amount of non-secured loans was positive and significant (r = 0.578, P = .000&lt;.05). Also, the study underlined that digital lending costs (r = -0.622, P = .000&lt;.05) had a negative and significant correlation with amount of non-secured loans.

Analysis of interoperability, security and usability of digital repositories in Kenyan Institutions of Higher Learning

Kenya has experienced a significant growth in the number of institutional repositories in the recent past. The number grew from a paltry two (2) in 2009 to 42 in August 2020. The growth is a positive indicator as repositories play a crucial role in solving some of the problems experienced in the broader area of scholarly communication. This study sought to establish the current extent to which institutions of higher learning in Kenya have established and implemented digital repositories, from a technical perspective. To achieve this goal, the study undertook a technical analysis of institutional repositories implemented by accredited universities in Kenya by the Commission for University Education as at June 2020. The analysis focused on numerous metrics on interoperability, security and usability of the analyzed institutional repositories. The study employed an exploratory approach to collecting the data. The data collected was stored on a MySQL database using the PhpMyAdmin tool. Data analysis was done by SQL querying and the result set copied to MS Excel for generation of graphical visualizations. From a total of 49 institutions examined, 34 (69%) had institutional repositories while 15 (39%) did not have institutional repositories. All the 34 institutions with repositories were using Dspace software. Of all the metrics analyzed, the study established that most of the institutional repositories did not implement essential features that improve interoperability, security and usability of their repository platforms. The study recommends either further training for repository managers or outsourcing of the technical process of establishing and maintaining functional institutional repositories. We further recommend more comprehensive studies to cover all the aspects of the FAIR principles of data management in Kenya.

Hybrid Learning: Paradigm Shift to Enhancing Instructional Practice in Technical and Vocational Institutions in Kenya

Hybrid learning is an approach to learning that combines the face-to-face model of learning with the blended mode of learning. It involves student covering some learning hours offline by going through the instructional materials prepared in advance by tutors which is then complemented by in class activities that are conducted synchronously. This model is important as it enables students to enrich their learning experiences in the process of teaching and learning. The purpose of this paper was to discuss how hybrid learning has resulted to a new paradigm shift that has revitalized instructional practices in technical and vocational institutions in Kenya. The paper is anchored on a desktop review to analyze the benefits of hybrid learning, distinguishing between hybrid learning and blended learning and differentiating the various hybrid learning models. The paper recommends that Technical and Vocational Institutions make deliberate efforts to invest in infrastructure fabric which is critical in the uptake of hybrid learning. It also recommends frequent re-tooling of trainers who are instrumental in the uptake process.

The case for philosophy for children in kenyan schools

The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya adopted an indirect approach of value education that advocates for integration of values within regular curriculum. This strategy seems ineffective owing to an increase in the cases of indiscipline among learners. This study seeks to examine the application of Philosophy for Children (P4C) as the architecture for implementing value-based education and the realization of Chapter Six of the Constitution of Kenya because the values thatP4C aims to nurture are highly consistent with those of the Kenyan Constitution. Through P4C, the Kenyan Education system can achieve its goal of preparing responsible and ethical citizens of high moral integrity. Chapter Six of the Kenyan Constitution has laid the cornerstone principles of Leadership, Integrity and elements of ethical citizenship. It dictates the code of conduct for state officers and responsible citizenry. Through the Competency-Based Curriculum (CBC), the Ministry of Education seeks to inculcate these principles in the learners at an early age.

Evaluation of the Relationship between Subject Content in the Kiswahili Curricula used in Kenyan Public Universities and Kiswahili Curriculum used in Kenyan Secondary Schools

This study aimed at critically evaluating the relationship between Kiswahili curricula in Public Universities with the Curriculum prepared by the Kenya Institute of Curriculum Development (KICD) to be implemented in secondary schools in Kenya. The research set out to find whether the subject content student teachers of Kiswahili learn at university is relevant to what they are expected to teach at secondary school level upon graduation. The study was motivated by the fact that different public universities in Kenya use diverse Kiswahili curricula yet they all prepare teachers who are expected to implement one formal curriculum used in all secondary schools in Kenya. The main objective of the study was to identify the subject content of curricula used to teach Kiswahili in public universities and the one in the curriculum implemented in secondary schools in Kenya. This study is important because it identifies the subject matter of Kiswahili curricula used in public universities and that developed by the KICD to be implemented in secondary schools in Kenya. The study used the Model of Curriculum Development as propounded by Ralph Tyler (1949) in which Tyler &amp; proponents of his model espoused the need and the relationship between curriculum aspects. Their main aim of assessing curricula was to discover strategies that can be used in teaching institutions to improve any teaching curricula. This study was carried out in five public universities in Kenya. Respondents were Kiswahili lecturers in those public universities, chairpersons of Kiswahili Departments in the universities together with teachers of Kiswahili from secondary schools in Bungoma County. The study design was descriptive survey. Data was collected using questionnaires, transcription, document analysis and interview schedules and was analysed qualitatively and quantitatively. Study findings revealed that there is no direct relationship between subject content in Kiswahili curricula used in public universities with that in Kiswahili curriculum approved to be used in Kenyan secondary school. Based on the findings of this study, it is recommended that public universities which train professional Kiswahili teachers liaise with the KICD to develop, review and reform the Kiswahili curriculum used to teach in secondary schools. Keywords: Curriculum, Implementation, Subject Content. DOI: 10.7176/JEP/13-8-07 Publication date: March 31 st 2022

Digital Learning Content: Solution to Continuity of Learning in Technical and Vocational Institutions in Kenya: A Practical Approach

Teaching in all learning institutions globally has been radically affected by the new emerging world dispensation which has triggered learning institutions to think of viable and sustainable alternatives to continue learning. Specifically, the onset of the Corona Virus Disease of 2019(COVID- 19) pandemic has resulted to drastic repercussions in the education sector where most institutions were used to the traditional face to face modes of delivery. Consequently, COVID-19 resulted to closure of Schools, Technical and vocational education training (TVET) institutions and Universities on 15th March 2020 affecting over 20 million children and youths as they were forced to remain at home. The implication of closure of the institutions increased vulnerability of youth due to being out of school and prolonged period of completion. The purpose of this paper is to develop a model that supports continuity of learning in technical and vocational institutions in Kenya. The study adopted a participatory approach as the framework for the methodolody. This was guided by: review of Literature on the status of developing digital learning model, develop the interactive digital learning content and coming up with a digital learning content model. Digital content for ten Diploma Level courses were used in this study. Interviews of digital learning key informants and document analysis were used as the instruments for data collection. The proposed model was piloted at Mathioya technical and vocational college. The key finding of this study is that the proposed digital learning content model is practical in the technical institutions. The model can foster continuity of learning. The study also established that the trainers have inadequate skills in instructional design and hence not able to produce interactive content for learning. The study recommends continuous re-tooling and support for the trainers in the development of digital learning content in addition to integrating the workplace-based learning in the implementation of the digital learning.

Podoconiosis instruction at nursing schools in Kenya, Rwanda, and Uganda

BackgroundPodoconiosis is a preventable, progressive, and non-infectious form of elephantiasis that can contribute to significant disability and economic burden when not treated early. Nurses play a critical role in early detection and response in rural Africa, but it is unclear if they receive adequate training on podoconiosis. We aimed to characterize podoconiosis instruction at all government accredited, post-secondary nursing institutions in three African countries.MethodsData for this cross-sectional study was collected through a quantitative survey with several open-answer questions. Through a rigorous online search, we identified all post-secondary institutions in Kenya, Rwanda and Uganda accredited to teach human nursing. A total of 289 accredited programs, including 85 certificate, 56 degree and 148 diploma programs were invited to participate. Respondents completed surveys online or by telephone. Measures focused on podoconiosis knowledge, perceptions of quality/quantity of podoconiosis instruction, and barriers to sufficient podoconiosis education.ResultsWe obtained information about 212 curricula across 149 nursing institutions in the three countries (participation rate: 73.4%). Podoconiosis coverage was limited across programs (certificate—24.1%; diploma—55.6%; degree—30.3%). Most respondents felt that the quality and quantity of instruction were insufficient (60.6%, 62.9%), respectively. Exclusion from government curricula, low priority and faculty lack of knowledge were commonly reported barriers to podoconiosis inclusion.ConclusionsThis study demonstrated clear gaps in podoconiosis training for nurses across the three countries and highlights a serious challenge in eliminating podoconiosis as a public health problem. Interventions to improve nurses’ knowledge could include the development and free distribution of podoconiosis teaching materials, designed for integration into pre-existing courses.