Professional Training in Mobile Education Programme: Stakeholders Preparation for Their Job

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186

Professional Training in Mobile Education Programme: Stakeholders Preparation for Their Job

Benno Jirm Elle¹, Dr. Alice Limo²

¹PhD-Candidate, School of Education, University of Eldoret, P.O Box 2500, Eldoret, Kenya
²School of Education, University of Eldoret, P.O Box 2500, Eldoret, Kenya

Abstract: – Mobile Educational Programmes is among the government Investment Programs that seeks to increase access to quality basic education for children and youth who due to special circumstances are unable to attend formal schools. Stakeholders strategies addresses how managers and stakeholders relate to their organization (Mobile schools) in knowledge of its goals, the implementation of effective means to get the goals accomplished and how to motivate employees to perform to the highest standard. The study was guided by the following objective, to identify the form of professional training the mobile programme stakeholders undertake in preparation for their job in Marsabit County. The study adopted a mixed method research design. The sample population of the study was head teachers, teachers, Sub-county education officers, school Management Committees, Politicians and mobile learners. The tools for data collection were questionnaire for managers, sub county education officers, school management committees, sponsors and facilitators while interview guides will be used for learners and document analysis. According to the findings the stakeholders engaged shows the following as the main duties; General supervision of programmes activities, dealing with financial operation, coordination of instructional programmes, Planning and conducting various programmes meetings and lasting coordinating seminars for staff .

Keywords: Forms, Professional, Mobile Education, Stakeholders Preparation

I. INTRODUCTION

Mobile educational programmes has become a government and educational stakeholder’s strategies initiative to provide and manage the mobile basic educational programmes to nomadic pastoralists in most of part of the world, therefore it is not unique to Kenya. We have such stakeholder’s strategies in Professional capacity enhancement, School leadership strengthening programmes, the role of curriculum implementation strategies, challenges encountered by stakeholder and Sustainable strategies in mobile educational programmes in West India, Africa: Nigeria and Sudan serves an example where through stakeholders such initiative has taken place successfully (Ekundayo, 2001).

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