Abstract: This research aimed to investigate the role of Information and Communication Technology (ICT) in fostering inclusive education within the College of Business and Economics at the University of Rwanda, focusing on the experiences, challenges, and outcomes associated with ICT integration. The study involved 210 undergraduate students in the faculty of business administration, with a targeted sample of 84 students selected through stratified random sampling. Employing a mixed methods design, qualitative data were gathered through in-depth interviews, employing thematic analysis to identify patterns and perspectives. Additionally, structured questionnaires were used for quantitative data collection, focusing on the extent of ICT integration, its influence on inclusive education, and perceived barriers. The findings revealed predominantly positive outcomes, including improved accessibility, enhanced student engagement, and the importance of teacher training. However, challenges such as addressing diverse learning styles, digital literacy, and ongoing adaptation were acknowledged. Recommendations included addressing digital literacy skills, infrastructure gaps, and monitoring to ensure equitable access and positive outcomes for all students, emphasizing the transformative influence of ICT on learning experiences while acknowledging the need for continuous efforts to overcome challenges and maximize inclusivity.

Abstract: This study investigated factors hindering Maasai girl’s transition from secondary school to higher education. The study adopted a mixed research approach with a convergent parallel design. One hundred and thirty six respondents, selected through both purposive and simple random sampling approaches were involved. These included 21 Secondary school teachers, 102 students, 5 Maasai parents and 5 Maasai girls, who had completed their secondary education. Additionally, one District Secondary Education Officer (DSEO) and two Heads of schools were involved. Semi-structured interviews and open ended questionnaires were used for data collection. Cronbach Alpha Coefficient was used to ensure validity and reliability of research instruments. Qualitative data was analysed narratively while quantitative data was analysed descriptively using statistical Software Package for Social Science (SPSS) version 20. The findings indicate that there is a significant low transition of Maasai girls from secondary to higher education, which is mostly due to early and forced marriages, parental gender preference and Female Genital Mutilation (FGM). The study recommends and appeals to government leaders, educators and non-governmental organizations to strive further towards safeguarding and reinforcing Maasai girls’ rights to education at different levels by educating parents and Maasai elders on the importance of higher education to girls. Additionally, Maasai girls should also be encouraged and supported to pursue higher education as a means of empowering, nurturing and giving them more voice which they need in demanding for their rights and resisting the out-dated and oppressive cultural practices which hinder them from realizing their potentials and advancing economically.

Abstract: Education has become more international and in this millennium, governments have laid emphasis on internationalization of higher education through international co-operation and exchange. In Kenya, institutions and universities have developed their own strategies to internalize their research, teaching and service. The process of globalization renews roles and responsibilities of universities following the rapid expansion of various programmes offered at the Kenyan universities due to increase in student enrollment and opening of new campuses. It follows that Universities are operating in an economic challenging environment which demands excellence in all services being offered. This paper seeks to answer the following questions: What are the prospects of internationalization of Kenyan universities? What are the strategies for internalization of Kenyan universities? What are the challenges facing internationalization of Kenyan Universities? In this study, full systematic review technique involving the use of precise methods to gather information and access results of research publication was used. The study concludes that implementation components of strategic plans and feedback mechanism are vital for improvement in presence, impact, openness and excellence in practice globally. The study recommends that adoption of pro – active approach through internship programs, research, innovation and creativity are necessary for improving internalization of Kenyan universities.

Received July 27, 2020; Revised August 21, 2020; Accepted August 23, 2020

Abstract: Internalisation of higher education has become the trend in higher education yet not many studies have focused on the risks and challenges that may arise from the phenomenon. This paper points out some of these challenges in general and highlights the concerns and risks that may arise from attempts to take education beyond an institution’s national boarders by examining and analysing literature from different schools of thought. The study adopts Raymond Vernon’s theory of International Product Life Cycle in an attempt to highlight the risks and challenges that lie beneath the process of internationalisation of higher education. From the analysis, the main concerns include: maintaining/enhancing quality of programmes, commercialisation of institutions/programmes, rise in low-quality or rogue education providers; domestic employers and institutions’ reluctance to recognise foreign qualifications, inability to meet domestic higher education objectives, overuse of English language, financial constraints, ethical, religious and political aspects of the host countries, attitude of staff, lack of institutional preparedness and the challenge of attaining an international curriculum. Recommendations are thereafter given to help minimise the risks and enhance the process of internationalisation. This paper presents the risks and challenges in general, even though the severity of the risks and challenges may vary greatly depending on the economic, political and socio-cultural status of the countries and the stakeholders involved.