Contribution of The Catholic Church to Financial Resources and Infrastructural Development of Secondary Schools in Kenya: A Case Study of Kisii Central Sub – County

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The Kenya’s Basic Education Act 2013 empowers religious sponsors to participate in management of schools that they sponsor with regard to appointment of principals, provision of instructional, financial and infrastructural development of  the schools. In Kisii Central Sub-County, the Catholic Church participates in management of 29(39.7%) secondary schools. However, queries were being raised on the current contribution of the church as it had come to the fore that most sponsored schools were experiencing crises that had tended to be linked to the church’s participation in management.  For instance, out of 29 principals in the sub-county, 18 (62.07%) new principals; 23 (79.31%) deputy principals and 5 (17.24%) BOM chair persons were rejected by the church from assuming their positions between 2010 – 2013 in the Sub-County which was higher compared to neighbouring Sub-Counties, that is, Marani 1(4.54%) and Kisii South 2 (7.41%) Principals; while Masaba 3 (12%) and Sameta 3 (13.04%) both involving Board of Management. The objectives of the study were to determine the contribution of the Catholic Church to financial resources and ascertain the contribution of the Catholic Church to infrastructural development to management of public secondary schools in Kisii Central Sub – County. The findings of this  study were  that  the Catholic Church contribution to financial support for administrative staff, motivation and student bursaries was 27.7%; Infrastructural development in terms of provision for classrooms and land was 36.4%. this implies that the Catholic Church contribution to financial resources and infrastructural resources was critical and acknowledged by the School Boards of Management.

Contribution of The Catholic Church to Instructional Resources and Appointment of School Administrators in Public Secondary Schools in Kenya. A study across Public Secondary Schools in Kisii Central Sub – County

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Kenya’s Legislation on Basic Education directs religious sponsors to participate in appointment of principals and provision of instructional materials to schools. In Kisii Central Sub-County, the Catholic Church participates in management of 29(39.7%) secondary schools. However, queries were being raised on the current contribution of the church as it had come to the fore that most sponsored schools were experiencing crises that had tended to be linked to the church’s participation in school management.  For instance, out of 29 principals in the sub-county, 18 (62.07%) new principals; 23 (79.31%) deputy principals and 5 (17.24%) BOM chair persons were rejected by the church from assuming their positions between 2010 – 2013 in the Sub-County which was higher compared to neighbouring Sub-Counties, that is, Marani 1(4.54%) and Kisii South 2 (7.41%) Principals; while Masaba 3 (12%) and Sameta 3 (13.04%) both involving Board of Management. The objectives of the study were to establish the contribution of Catholic Church to instructional resources and to find out the contribution of the Catholic Church in appointment of school administrators to management positions of public secondary schools in Kisii Central Sub – County. The  findings of this study  indicated that the Catholic Church contribution to instructional resources was 50.8% in terms of laboratory  equipment, text books and teaching materials  and appointment of school administrators was 25%. This had positive influence on management Quality Index.

Relationship between Teacher Identified Regulation, Teacher Introjected regulation, Teacher External Regulation and Student Academic performance in Kenya: A study across Secondary Schools in Gem Sub County

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Studies on teacher motivation in Pakistan and Zambia indicate low teacher motivation resulting to low student academic performance. In Kenya, low teacher motivation was found in Masaba South Sub-County, Ugenya Sub-County and Gem Sub-County which also resulted to low student academic performance. A preliminary survey conducted in five poorly performed schools in Kenya Certificate of Secondary Education examination in Gem Sub-County revealed that between 2011-2013 absenteeism was reported in 4 (80%) schools, lack of co-operation from teachers 3(60%) schools, lateness 4 (80%) schools, missing classes 5 (100%) schools and resignation from teaching 1(20%) school. Gem Sub-County also experienced low student academic performance between 2011 – 2013 with a mean of 5.231, lower than Ugenya, Siaya, and Ugunja Sub-Counties with a mean of 6.023, 5.904 and 5.350 respectively for the same period in Kenya Certificate of Secondary Education examination. The Objectives of the study were to establish the   relationship between teacher identified regulation, teacher introjected regulation, teacher external regulation and student academic performance. The study revealed that   Teacher identified regulation had a weak, positive but not significant relationship with student academic performance (r =.177; N=110; p>.05) while teacher introjected regulation and external regulation were found to have weak, negative but not significant relationship with student academic performance (r =-.086; N=110; p=>.05) and (r =-.146; N=110; p >.05) respectively. The study concluded that teacher identified regulation, teacher introjected regulation, teacher external regulation and student academic performance did not have significant relationship with student academic performance. This means that the three variables were not a source of motivation for students academic performance, despite the fact that they are expected to motivate learners in academic performance.  The findings of this study would inform the stakeholders in education in coming up with strategist to enhance teacher motivation so as to improve student academic performance.

The Influence of Product Innovation and Customer Satisfaction Level on Repurchase Intention: A Study on the Markikas Kitchen Catering Culinary Business in Makassar City

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This study aims to determine the effect of product innovation on repurchase intention mediated by customer satisfaction at Catering Markikas Kitchen. The study uses a descriptive quantitative method (Path Analysis) and uses Smart-PLS as a test tool. In the research sample through probability sampling techniques, simple random sampling of a population of 298 and a sample of 100 respondents who are classified as Catering Markikas Kitchen customers. The results of the direct effect analysis show that product innovation has a positive and significant effect on repurchase intention and customer satisfaction. In addition, the results of the indirect effect analysis show that product innovation has a positive and significant effect on repurchase intention through customer satisfaction. Suggestions that can be given to Catering Markikas Kitchen business owners are to continue to innovate but still maintain the taste and quality of the product. However, other factors must be considered to continue to support customer satisfaction and create repurchase intention.

Awareness Among Girls Regarding Immunity Management Proposed by The Ministry of Ayush During Covid-19

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The COVID-19 pandemic emphasized the importance of a strong immune system. Governments across the world, including India, sought preventive solutions through traditional remedies. In India, the Ministry of AYUSH issued immunity-boosting dietary guidelines based on Ayurveda and other traditional systems. This article presents an analytical study on the awareness of adolescent, undergraduate, and postgraduate girls regarding AYUSH-recommended dietary management during COVID-19. It explores their knowledge, consumption habits, sources of information, and understanding of the preparation and quantity of proposed food items. The findings reveal that although many girls consumed AYUSH-recommended foods, awareness regarding their correct usage was limited. The study calls for structured awareness campaigns and educational programs to promote informed health behavior among young women.

Entrepreneurship Training, Entrepreneurial Management, and Product Competitiveness: An Empirical Study of Small and Medium Micro Enterprises

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The purpose of this study was to determine the effect of Entrepreneurship Training through Entrepreneurial Management on Product Competitiveness in MSMEs. The approach used in this study is Quantitative explanatory and descriptive methods. The population of the study was MSMEs that had participated in entrepreneurship and entrepreneurial management training organized by the Sidenreng Rappang Regency Trade and Industry Office. The sample used was census sampling, all populations were made into the same sample of 40 respondents. Data collection was carried out using a questionnaire and analyzed with the help of the Structural Equation Modeling application using the Partial Least Squares (SEM-PLS) Version 4.00 method. Seen from the results of data processing through SEM-PLS. The results of the direct effect analysis showed that entrepreneurship training had a positive and significant effect on entrepreneurial management and product competitiveness. While the indirect effect test showed that entrepreneurship training had a positive and significant effect on product competitiveness through entrepreneurial management as a mediating variable. Thus, all hypotheses proposed in this study can be accepted.

Development of Learning Tools Assisted by Lumio By Smart to Improve Mathematical Problem Solving Ability

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This study aims to describe the process and results of the development of learning tools assisted by Lumio by SMART on flat building material to improve the mathematical problem solving skills of junior high school students in grade VII. At Sunan Kalijogo Junior High School, students’ ability to solve varied geometry problems is still low. Students tend to focus on the end result without understanding the solution strategy, so they are only able to solve the problems that are modelled by the teacher. This research uses the 4D development model. The validation results showed the device was very valid (score 3.71). The learning was well implemented, student activeness reached 93.6%, and student response was 90.71%. Classical completeness reached 89.4% with ability improvement in the moderate to high category. The independent sample t-test resulted in a significance of 0.000 (<0.05), showing a significant difference between the experimental and control classes. Thus, the device developed was declared valid, practical, and effective. The implementation of the device also increased the involvement and motivation of seventh grade students of Sunan Klijogo Junior High School, as well as creating a collaborative learning environment and supporting a significant increase in mathematical problem solving ability. This research can be a reference for the development of innovative learning, and is recommended to be applied to other materials to improve mathematical problem solving skills.

The Impact of Industrial Agriculture Based Problem Based Learning Model on the Scientific Literacy and Learning Outcomes of Fourth Grade Elementary Students

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Low student performance in learning outcome and scientific literacy remains a pressing issue in Indonesian elementary education. One contributing factor is the lack of connection between curriculum content and students’ everyday experiences. This study addresses this problem by implementing a Problem-Based Learning (PBL) model contextualized within local industrial agriculture, specifically banana farming, to enhance both learning outcomes and scientific literacy among fourth-grade students. A quantitative approach with a posttest-only control group design was used. The participants were 41 fourth-grade students, divided into an experimental group (n = 20) and a control group (n = 21). The experimental group received instruction using the industrial agriculture-based PBL model, while the control group was taught using conventional Direct Instruction. Data were collected through standardized tests measuring learning outcomes and scientific literacy, and analyzed using normality tests and the Mann-Whitney U test. The findings indicated a significant difference between the two groups. The experimental group achieved a higher average learning outcome score (98.55) compared to the control group (89.00), with a significance level of p = 0.020. For scientific literacy, the experimental group’s mean score was 93.30, significantly higher than the control group’s 75.43 (p = 0.000). Additionally, 13 students in the experimental group reached Level 6 scientific literacy, demonstrating advanced skills in critical thinking, scientific reasoning, and problem-solving. The industrial agriculture-based PBL model has a significant and positive impact on both learning outcomes and scientific literacy. By embedding real-world, locally relevant problems into science instruction, this model not only boosts academic achievement but also cultivates key 21st-century skills such as reflection, collaboration, and contextual problem-solving. These findings support the broader application of contextual PBL in elementary science education, particularly in rural and agriculturally rich areas.

Quality Processes at National and International Levels: A Comparative Analysis

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In an increasingly interconnected world, the concept of quality has transcended local boundaries and evolved into a global imperative across sectors such as education, industry, healthcare, and governance. Quality processes—defined as systematic mechanisms to ensure consistency, efficiency, and excellence—are now embedded in both national policies and international frameworks. At the national level, countries establish quality assurance agencies, standardization bodies, and policy-driven monitoring systems tailored to local development goals and cultural contexts. In contrast, international quality frameworks such as ISO standards, the European Foundation for Quality Management (EFQM), and global education harmonization initiatives aim to provide universally accepted benchmarks for performance and accountability. This research explores the parallels and divergences between national and international quality systems, highlighting best practices, challenges in implementation, and the need for alignment in a globalized environment. By examining quality assurance mechanisms in multiple sectors, the study provides a comprehensive understanding of how countries can integrate global standards without compromising national priorities. The findings suggest that a hybrid model—rooted in national needs but aligned with international expectations—offers the most sustainable path toward long-term institutional credibility and global competitiveness.

Recognizing Informal and Non-Formal Learning: Potential Advantages of Accreditation of Prior Learning (APL) in Bulgarian VET

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Vocational education and training (VET) is a key factor in the development of human capital, competitiveness and social cohesion in modern society. VET provides an opportunity to acquire and update knowledge, skills and competencies necessary for successful implementation on the labor market and in life. VET also helps meet the needs of employers and the economy for a skilled and adaptable workforce capable of meeting the dynamic and complex challenges of technological and social change. In this context, one of the main objectives of VET is to ensure flexibility and transparency of educational pathways and to promote continuous lifelong learning. In the article, an adaptive flexible model working towards this goal is proposed, namely the development and implementation of an effective and fair system for recognizing and evaluating the person’s previous training, knowledge and skills, regardless of whether it is formal, informal or self-taught, i.e. called APL (Accreditation of Prior Learning) system, which currently have no analogue in Bulgaria. The subject of this article are several modifications of the APL, applicable to the conditions of the Bulgarian VET. The article posits that APL is important and useful mechanism for modernization and improvement on the professional education and training in Bulgaria, which can contribute for increasing on competitiveness and employment on the working strength, as well as for development on economy and society. For realizing fully the benefits from APL, it is necessary to overcome the existing ones obstacles and to introduce suitable changes and innovations in the system on the professional education and training. APL as a process is a process through which a person’s prior learning is recognized and assessed, regardless of whether it is formal, informal or self-learning.