Institutions Of Learning In Kenya Research Articles

An Evaluation of Academic Integrity and Sustainable Quality Education in Higher Learning Institutions in Kenya: Students’ Perspectives

Education has been recognized globally as an essential weapon for attaining economic, social, and political development in any nation. Education is a fundamental tool in achieving sustainable development. Academic integrity is the act of honesty, trust, and responsibility that the academic community exhibits. Institutions of higher learning embrace an eminent institutional culture by providing quality assurance structures that take cognizance of the inputs, processes, and outputs of the entire learning process nurturing academic integrity. This is because academic integrity gives students and faculty the flexibility to develop new ideas, knowledge, and creative works while also appreciating and acknowledging others' efforts. This paper explored the question of academic integrity in the context of sustainable development in universities in Kenya. A mixed research approach and a cross-sectional design were adopted. A total of 550 respondents were approached for the study. The authors adopted primary and secondary data collection tools to collect data from undergraduate and postgraduate students using simple random sampling. They specifically analyzed documents and collected primary data on forms of academic integrity violation, ways of engaging in academic violations, punishment, and preventive strategies for academic violations. Well-defined strategies, information literacy programmes, ethical policies, good leadership, proper guidelines, mentorship, customized technology, and authentic assessment are seen to be catalysts for promoting academic integrity. While lack of proper strategies, weak policies, fear of failure, and insufficient mentorship inhibit academic integrity standards and practices which negatively influence the acquisition of relevant soft and hard skills needed in the industry. The authors developed an academic integrity framework for consideration by universities in Kenya and beyond. These findings may be used to support relevant policy development in academic institutions. Universities may also benefit by implementing or adapting the proposed academic integrity framework.

The Imperative of Transformative Academic Leadership at Higher Learning Institutions in Kenya

Several institutions of higher learning in Kenya, i.e., institutes, colleges and universities are facing/have faced challenges regarding leadership and management. Some of these institutions have had crises at one moment or another due to leadership which lacks vision, administrative and managerial skills. The author of this article has worked in collaboration with a few universities in Kenya and has also seen the distress highlighted by the media. Some of these institutions simply lack effective leadership and management personnel. Among the common problems found in these institutions include very rapid staff turnover, discontentment by various staff members, incompetence and mediocracy in the top management within these institutions, lack of vision for the institutions, ignorance about management, etc. This article emerges from different trainings and workshops attended by the author, as well as readings from different authors and leadership experts. The author therefore proposes the transformative leadership model to the institutions which is more involving and vision inspiring so that they may achieve institutional goals and managerial excellence.

Determinants of cadaver acquisition at Human Anatomy Learning Institutions in Kenya

Background: Human anatomy instruction in Kenya is based on dissection of cadavers during practical sessions. Institutions get these cadavers using procedures available to them. However, the processes used are not standardized, and several problems are likely to develop during the cadaver acquisition process. Several factors appear to have an impact on the source, availability, and cadaver collection techniques. Some of the issues affecting cadaver acquisition may not be sufficiently addressed by current anatomy practice guidelines. This study evaluated the determinants of cadaver acquisition at human anatomy learning institutions in Kenya.
 Methodology: Anatomists and anatomy laboratory personnel handling cadavers in Kenya were interviewed for the study. A cross-sectional study design was used, as well as a purposive sampling strategy. The self-administered surveys were completed by 68 study participants. The data was tallied, loaded into SPSS version 26 for analysis, then plotted into graphs and tables for interpretation.
 Results: Cadavers were mostly acquired from unclaimed bodies (100%). In most situations (80.9%), anatomy laboratory technicians oversee cadaver collection. A cadaver acquisition delay of more than two weeks was reported by 80.88% of respondents. According to 44.12% of respondents, the biggest reason for cadaver collecting delays was the need for financial compensation. Most cadavers (98.5%) are obtained through lobbying at the source. According to 92.6% of responders, defaced or damaged cadavers are mostly rejected. According to 94.2% of respondents, the Kenya Anatomy Act has no instructions on how to obtain cadavers.
 Conclusion: The efficiency of cadaver acquisition is affected by several factors that affect both the procedure and the people in charge of procuring the cadavers. Institutions in Kenya lack a comprehensive cadaver acquisition policy that describes the procedure and personnel in charge of procuring cadavers. There is no specified documented protocol or guideline for cadaver acquisition in the Kenya anatomy act.

Pedagogical Transformation: Effects of Open Educational Resources on Teaching in Higher Institutions of Learning in Kenya

OERs are viewed as providing chances to provide access to high-quality educational and informational materials globally in this age of digitization. By enabling access to digital materials, academic institutions are utilizing the technological revolution to transform teaching and research. With the removal of financial, legal, and technical barriers, more academic institutions and faculty members are now able to access digital materials online, transforming teaching and research on a global scale. OERs have made it possible to offer accessible and free information resources for everyone in the academic setting since they are affordable and customizable. When aiming at certain audiences, the capacity to adapt and adjust material offers a significant benefit. The growing need for instructional materials and learning tools in contrast to the dire budgetary circumstances at many institutions. The purpose of this study is to review pedagogical transformation effects of Open Educational Resources on teaching in higher institutions of learning in Kenya.

Brand equity and customer citizenship behavior 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 effect of brand equity on customer citizenship behavior among students of selected universities within Mount Kenya region. The study was anchored on Keller brand theory. A descriptive research survey was utilized and target population was 600 4 th year students of selected universities within Mount Kenya region. A sample size of 240 students was selected 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<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.

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<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

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.

A Phenomenological Study of the Experiences of Lesbian University Students in Kenya

The rising cases of homosexuality and lesbianism in our learning institutions in Kenya is worrying. The Kenyan cultural attitude towards same sex sexual behavior is negative, whereas, homosexuality is proscribed by law. There is, however, limited scientific information in Kenya that explains why students are predisposed to homosexuality and lesbianism. The current qualitative study (N=12) examined the underlying, causes for lesbianism, perceptions, and psychological support lesbians receive in our universities. These participants were purposively selected using snow ball sampling technique. Focus group interview was conducted to generate data. Data were analyzed using a thematic approach. Findings from this study revealed that lesbianism is mainly caused by Social Psychological factors such as peer pressure, childhood sexual, and physical abuse, and poor self-esteem. These students reported favorable perceptions towards lesbianism. That lesbians are stigmatized, operate in secrecy, and cult-like manner. Lesbians behave, and play masculine and feminine roles respectively. Intriguingly, these students reported that they needed psychological support at the same time. This study concluded that this practice is prevalent in our institutions of high learning, and operates in secrecy, and cult like manner the knowledge of members of the faculty and Administration. This study recommended that these students should not be condemned for their deviant behavior per the Kenyan cultural and religious beliefs, and law, but offered professional counseling.

Influence of Educational Strategies on Online Learning in Kenyan Institutions of Higher Learning amid COVID 19 Pandemic

The study sought to establish the influence of educational strategies on online learning in Kenyan institutions of higher learning amid COVID 19 Pandemic. Higher learning institutions, like every other educational institution were forced to close down to curb the spread of covid-19. As centers of innovation across the world, universities were expected to come up with solutions. Higher learning institutions in Kenya embraced online learning. Naturally, there were concerns as to whether such institutions can handle such a massive transformation seemingly overnight. These institutions had to initiate online lectures as well as exams in some cases in order to continue with a school calendar that had already suffered greatly as a result of the covid-19 pandemic. The transition has not been perfect and has faced a number of challenges. The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes. A critical review of empirical literature was conducted to establish the influence of educational strategies on online learning in institutions of higher learning in Kenya. The study concludes that the educational strategies have a positive influence on online learning and can be applied individually or collectively depending on the circumstances. The study recommends that institutions of higher learning in Kenya should apply cooperative learning activities in online learning. The study also recommends that institutions should also use differentiation strategy so as to use different techniques for different students and that institutions of higher learning apply the behavioral approach technique by encouraging good behaviors by praise and motivation. Keywords: Educational Strategies, Online Learning, Covid 19, Higher Learning

Demystifying teaching, learning and research through institutional repositories in higher learning institutions in Kenya

PurposeThe purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the world have faced various transformations to adapt to new opportunities for knowledge dissemination and utilization. Many benefits are gained from implementation of the platform including visibility, status and increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and research of higher institutions learning's digital resources more effectively, little has been written on how IRs can be used for effective teaching, learning and research in higher institutions of learning.Design/methodology/approachUsing analytical method, this paper analysed and presented various thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.FindingsThe paper found that most universities have embraced IRs as an option for increasing their visibility, status and researchers' relevance in the knowledge world. It is the conclusion of the study that IRs are currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges in the digital world.Practical implicationsThis paper provides higher institutions of learning an opportunity to prepare their IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of information at any time whenever required.Social implicationsKnowledge accessibility and utilization bring about social change in the society.Originality/valueLittle has been documented on how IRs can be used for effective teaching, teaching, learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying teaching, learning and research through IRs in HILs.

The Role of Librarians on the Use of Institutional Repositories in Higher Learning Institutions in Kenya

The Role of Librarians on the Use of Institutional Repositories in Higher Learning Institutions in Kenya

Prevalence and risk factors for low back pain among university teaching staff in Nairobi, Kenya: a cross-sectional study

Background: To date, there are few studies carried out on low back pain (LBP) among university teaching staff in developing countries despite academics being a high-risk group for LBP. In Kenya, to the best of our knowledge, there are no published studies that have investigated risk factors for LBP among teaching staff. The objectives of this study were to estimate the prevalence of LBP among teaching staff of the University of Nairobi (UoN), during the period June 2016 – May 2017, and to identify its socio-demographic and work-related risk factors. Methods: An analytical cross-sectional study design was used to estimate the prevalence and investigate the risk factors for LBP among 136 teaching staff of UoN. A semi-structured questionnaire was used to collect data on LBP history, work-related and socio-demographic characteristics of the study participants. The 12-month prevalence of LBP and its associated 95% exact binomial confidence interval were estimated. A mixed-effects logistic regression model was used to evaluate the relationship between the predictors and LBP. Results: The estimated 12-month prevalence of LBP was 64% (95% CI: 55.3%–72.0%). From the multivariable analysis, physical inactivity (aOR: 6.0; 95% CI: 1.2–29.6), office chairs without lumbar supports (aOR: 3.3; 95% CI: 0.1–0.9) and high workplace stress (aOR: 4.4; 95% CI: 1.1–17.5) were identified as significant risk factors for LBP among the respondents. Conclusions: This study has revealed a high burden of LBP among teaching staff of the UoN and undoubtedly mimics the situation in other higher learning institutions in Kenya. Physical inactivity, sitting on chairs without lumbar supports and workplace stress have been identified as modifiable risk factors for LBP among teaching staff. This suggests a need to strengthen advocacy for regular physical activity, team-building activities and investment in office infrastructure to mitigate the effects of LBP within learning institutions.

Adjunct Faculty Development: A Kenyan Perspective

Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.

Prevalence and risk factors for low back pain among university teaching staff in Nairobi, Kenya: a cross-sectional study.

Background: To date, there are few studies carried out on low back pain (LBP) among university teaching staff in developing countries despite academics being a high-risk group for LBP. In Kenya, to the best of our knowledge, there are no published studies that have investigated risk factors for LBP among teaching staff. The objectives of this study were to estimate the prevalence of LBP among teaching staff of the University of Nairobi (UoN), during the period June 2016 - May 2017, and to identify its socio-demographic and work-related risk factors. Methods: An analytical cross-sectional study design was used to estimate the prevalence and investigate the risk factors for LBP among 136 teaching staff of UoN. A semi-structured questionnaire was used to collect data on LBP history, work-related and socio-demographic characteristics of the study participants. The 12-month prevalence of LBP and its associated 95% exact binomial confidence interval were estimated. A mixed-effects logistic regression model was used to evaluate the relationship between the predictors and LBP. Results: The estimated 12-month prevalence of LBP was 64% (95% CI: 55.3%-72.0%). From the multivariable analysis, physical inactivity (aOR: 6.0; 95% CI: 1.2-29.6), office chairs without lumbar supports (aOR: 3.3; 95% CI: 0.1-0.9) and high workplace stress (aOR: 4.4; 95% CI: 1.1-17.5) were identified as significant risk factors for LBP among the respondents. Conclusions: This study has revealed a high burden of LBP among teaching staff of the UoN and undoubtedly mimics the situation in other higher learning institutions in Kenya. Physical inactivity, sitting on chairs without lumbar supports and workplace stress have been identified as modifiable risk factors for LBP among teaching staff. This suggests a need to strengthen advocacy for regular physical activity, team-building activities and investment in office infrastructure to mitigate the effects of LBP within learning institutions.

ENHANCING RELEVANCE IN EDUCATION THROUGH A CONTEXTUALLY DESIGNED CURRICULUM

The ever-changing needs of students, teachers and other education stakeholders as well as the needs in the job market necessitates having a responsive curriculum that bridges the knowledge gap and contextual realities of the world today. Despite the widely acknowledged importance of a contextually relevant curriculum design, its implementation remains a challenge in many learning institutions in Kenya. This paper is a review on designing a contextual curriculum that is relevant to the education system in Kenya. The paper thus explores the development of a contextually relevant curriculum (CRC); identifying various contextual considerations for its design, explaining the dynamics in developing CRC, and describing the how to develop and evaluate a CRC.

The cloud computing adoption in higher learning institutions in Kenya: Hindering factors and recommendations for the way forward

Cloud computing technology has revolutionized the delivery of computing services to the consumers as customized services on demand making them cost effective and resource efficient. However, various challenges hinder the adoption of this technology, especially in educational institutions. This paper explores the factors that information technology (IT) leaders consider to be impeding the adoption of cloud-computing in institutions of higher learning in Kenya. A quantitative investigation using an online questionnaire was used to conduct this study in the 69 accredited universities and colleges in Kenya. The study findings were statistically analyzed to rank the level of influence of the factors that under investigation. The key factors identified as hindering the adoption of cloud computing include concerns about the reliability of Cloud Service providers and lack of skills in cloud computing. Also, there are concerns about inadequate support and training from Cloud Service providers and government policies on cloud computing, data security and confidentiality. Role based training for Cloud services users, proactive management of Cloud services and implementation of information systems governance policies are recommended to address these concerns. These recommendations have been discussed and consolidated into a framework for adoption of cloud computing that can also be applied by educational institutions in other developing countries to assist the key stakeholders in guiding their decision-making process on adoption of cloud computing. Although the study is limited to accredited universities and colleges in Kenya, it comes at a convenient time when the Kenyan government is launching e-learning in all public primary schools. There is however not much research that had been done especially on cloud computing in Kenyan educational institutions. This study, therefore, adds new insights on what needs to be considered and addressed to facilitate the adoption of cloud computing in institutions of higher education.

Open Source Technology : An Emerging and Vital Paradigm in Institutions of Learning in Kenya

Open Source Technology : An Emerging and Vital Paradigm in Institutions of Learning in Kenya

PROFESSIONAL DEVELOPMENT: PROMOTING QUALITY EDUCATION IN LEARNING INSTITUTIONS IN KENYA THROUGH ENHANCED TEACHER CAPACITY

Lifelong learning entails that employees are facilitated with opportunities for continuous professional development in order to unlearn obsolete skills and learn new skills to help them adopt to the dynamic changes that have become global. Similarly, lifelong professional development is critical because the world today is undergoing major changes in socio-economic, political, climate, technology and shift in global markets that demand relearning in order to acquire relevant skills to cope with the changes. These dynamic changes require building teacher capacity continually to enable them offer education that is relevant to the needs of the society. In this regard, it is imperative that learning institutions embrace best practices in professional development in order to transform teachers’ teaching practices and improve student’ learning. In-service teachers for instance should be facilitated with regular and systematically structured staff development programmes to enhance their professional skills. This paper reviews literature on teacher professional development with a view to making recommendations on how learning institutions in Kenya could establish adequate structures to facilitate teachers with effective professional development with a view to empowering them to deliver holistic quality education that adequately meets the needs of today’s dynamic society. Holistic quality education is critical in impacting the economic development of the society. This in turn contributes to accelerating sustainable development. Article visualizations:

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: INTEGRATING CHARACTER EDUCATION IN TEACHER EDUCATION CURRICULUM

This paper reviews literature on character education with a view to making recommendations on how learning institutions in Kenya could integrate character education in the curriculum in order to equip learners with skills needed for success in life and workplace. Character education is a component of learning which forms part of the four integral dimensions of a complete and balanced education namely knowledge, skills, character, and metacognition. Integrating character education in the curriculum is crucial because the goal of education is to produce confident, compassionate and ethical citizens who are well engaged in the development of their society. Teachers are expected to adequately prepare learners to face the challenges of the 21st century by instilling them with personal development and the ability to fulfill social and community responsibilities as global citizens. Teachers’ success in this expectation is pegged on the quality of their pre-service training. Thus, if teachers are to effectively impart learners with character, teacher training institutions should make character education an integral and compulsory component of pre-service teacher training. Examples of character qualities are mindfulness, curiosity, courage, resilience, ethics, leadership, equity, equality and inclusion. It is hoped that this review will shed light on the need to integrate character education at all levels of learning to enable learners acquire holistic quality education that is capable of transforming them into empowered ethical citizens who are capable of contributing to the development of the society at both local and global arenas. The paper will be followed by an empirical research in teacher training institutions in Kenya to determine whether the institutions have incorporated character education in their curricula. Article visualizations:

Relationship of Employees Morale and Retention within Higher Learning Institutions in Kenya: A Case of Cooperative University College of Kenya

The main purpose of the study was to investigate the effects of motivation on staff retention in the workplace within higher learning institutions, with focus on Cooperative University college of Kenya (CUCK). Research questions included the following: How does compensation influence employee job retention at CUCK? How does employee training influence employee job retention at CUCK? How does employee recognition influence employee job retention at CUCK? Descriptive research design was adopted in this study. Descriptive research was used to obtain information concerning the current status of staff motivation as the phenomena to describe what existed with respect to motivation variables or conditions in CUCK. The target population consisted of 90 CUCK employees who included lower cadre employees, lecturers, heads of departments, coordinators and head of units, and top management of the organization. In order to identify the sample elements, stratified sampling was adopted for the heads of departments, lecturers, and heads of units because they could provide the same information. A sample size of 45 respondents was employed. This represented50% of the sample frame. Data collection was done using a standard self-administered questionnaire which was distributed to the respondents. Data analysis was by way of descriptive statistics in terms of the mean, mode, median and frequencies. Data presentation was in form of frequency tables, mean, and graphs. The findings established that majority of respondents felt that money played an important role as key motivation variable that improves employee job retention. Others confirmed that, although still positive, indicated a lesser degree of positive response to the fact that annual performance bonuses, salary and wages, and monthly target based incentive schemes are regarded as having a positive impact on employee job retention. The results further revealed that, monetary motivation was the only motivation that motivated employees. The results also stressed that monetary motivation can only be regarded as a short-term motivator. It was also revealed that there exists training and development opportunities at CUCK, majority of the respondents agreed that potential promotional opportunities are based one’s training. At CUCK career development is what motivates employees to stick within the institution. Additionally, respondents agree that CUCK has offered them opportunities to use their own initiatives, CUCK has offered employees more responsibility as a result of the trainings attended. CUCK has offered them excellent training opportunities to broaden the functions of their job while CUCK has offered them frequent training that have enhanced the feeling of accomplishment they get from their job and finally CUCK had had excellent training opportunities to assist their staff advance their career. Finally, the findings revealed that, majority of the respondents were in agreement about how employee recognition contributes to employee retention. In the same regard respondents agreed that there exist employee training opportunities at CUCK. It was further revealed that they received informal praise from their superiors. Similarly, respondents agreed that they received formal praise from their bosses. It was further revealed that respondents received symbolic gifts such as dairies, calendars, notebooks, caps, badges and t-shirts, were mentioned as well as daily newspapers. It is recommended that the needs of employees should be seriously considered when designing and implementing a motivation system to motivate staff to remain in the organization. The first step would be to determine the stage of the life cycle that majority of the employees fall. Once this has been established, the hierarchy of needs in terms of importance within this life cycle phase must be determined. From the conclusions of this study it is clear that compensation should be included in motivation schemes. In addition, CUCK should continue using training to motivate employees, as this was to satisfy their needs since it is necessary for the career growth. Similarly, the study recommended that, there was need for CUCK to conduct frequent workshops and capacity building seminars so as to ensure that employees have something to keep them loyal to the organization. The study finally recommended that CUCK should conceptualize the use of informal praise by superiors, symbolic gifts, and writing monthly magazines where good performers are mentioned, and employee of the month awards in order to motivate employees to perform better. Secondly the study recommended that, that it is important for CUCK to involve all the employees when determining the performance standards.