https://repository.seku.ac.ke/handle/123456789/21 2026-09-12T19:29:16Z https://repository.seku.ac.ke/handle/123456789/8429 Mental health and psychosocial support as a catalyst for transformative sustainable youth empowerment in Sotik Sub-County, Kenya Ngei, Lucia M.; Mwanzia, Ruth; Ngei, Joyreen M.; Tore, Nelson; Chelangat, Brenda Youth mental health challenges are increasingly recognised as important barriers to wellbeing, social participation, and economic engagement, particularly in resource-limited rural settings. This study examined changes in psychosocial outcomes following participation in a Mental Health and Psychosocial Support (MHPSS) training programme among youth in Sotik SubCounty, Bomet County, Kenya. A quasi-experimental mixed-methods design employing a single-group pre-test/post-test approach was used. A total of 200 youth participants completed structured questionnaires before and immediately after the intervention. Qualitative data were collected through Focus Group Discussions and structured observation checklists to provide contextual understanding of participants' experiences. Quantitative data were analyzed using descriptive statistics, pairedsamples t-tests, and chi-square tests, with effect sizes and 95% confidence intervals reported. Qualitative data were analyzed using thematic analysis, and findings from the different data sources were integrated through methodological triangulation. The findings showed statistically significant short-term improvements in mental health awareness, stress management skills, self-esteem, emotional resilience, and psychosocial indicators associated with youth economic empowerment following participation in the training programme. Qualitative findings complemented the quantitative results, with participants reporting increased mental health awareness, reduced stigma, stronger peer support, improved coping strategies, greater self-confidence, and increased motivation to pursue livelihood opportunities. While these findings suggest that community-based MHPSS training is a promising approach for supporting youth psychosocial wellbeing in rural settings, the absence of a control group and the lack of long-term follow-up preclude causal inferences and conclusions regarding the sustainability of the observed changes.The study concludes that structured MHPSS training significantly improves psychosocial wellbeing and youth empowerment in rural settings. The study contributes context-specific evidence on community-based MHPSS interventions among rural youth in Kenya and highlights the need for more rigorous controlled and longitudinal studies to evaluate longterm psychosocial and economic outcomes. The findings may inform the design and integration of psychosocial support within youth development and economic empowerment programmes in similar resource-constrained settings. DOI: 10.47772/IJRISS.2026.100700081 2026-07-25T00:00:00Z https://repository.seku.ac.ke/handle/123456789/8427 Rock mass rating (RMR)-Based slope stability assessment and geological hazard characterization at Kaseve Quarry, Machakos County, Kenya (2015-2024) Kithome, Charles N.; Ogondo, Julian A.; Mwangi, Mary Quarrying in structurally complex crystalline rocks can create significant instability hazards where steep excavation faces intersect persistent discontinuities and seasonal groundwater. This study assessed five representative wall sections at Kaseve Quarry, Machakos County, Kenya, using the Bieniawski Rock Mass Rating (RMR89) system, field structural observations, laboratory-derived strength parameters, historical incident records and SLOPE/W-derived dryand wet-condition factors of safety (FS). Historical management records for 2015-2021 were used to reconstruct rockfall and blasting histories, while field, laboratory and groundwater investigations were undertaken from January 2022 to March 2024. After analyzed of the discrete RMR89 ratings, wall-scale RMR values ranged from 28 at the Back Wall to 49 at the East Wall, classifying the investigated rock masses as Poor to Fair. Reported dry-condition FS values ranged from 1.08 to 1.68, while wet-condition values ranged from 0.82 to 1.35. The Back and South walls recorded wet-condition FS values below 1.0 and also exhibited the most pronounced cracking, seepage and historical rockfall evidence. Using the corrected RMR values and the SLOPE/W-derived dry FS dataset, exploratory ordinary least-squares regression gave FS = 0.0254RMR + 0.399 (R2 = 0.938; r = 0.968; p = 0.0067; n = 5). Because FS is a calculated response and the sample contains only five wall-scale units, this relationship is interpreted as site-specific rather than predictive. The integrated evidence identifies the Back and South walls as the highest-priority areas for drainage improvement, re-benching, controlled blasting and systematic displacement and groundwater monitoring. 2026-08-14T00:00:00Z https://repository.seku.ac.ke/handle/123456789/8426 Competency based curriculum (CBC) implementation and teachers’ level of preparedness: A case of public primary schools in Mwala sub-county, Machakos county, Kenya Mwikali, Kithungu R. Competency Based Curriculum was rolled out in Kenya’s public primary schools in 2019 with the main objective of improving the quality education, acquisition of competencies and skills among pupils. Despite great efforts that the government of Kenya has made towards successful implementation of Competency Based Curriculum in many public primary schools, the curriculum has not been fully implemented due to existence of various hindrances. This study sought to investigate how teachers’ level of preparedness influences the implementation of Competency Based Curriculum in public primary schools in Mwala Sub-County, Machakos County, Kenya. Descriptive survey research design was employed; the target population of the study was 2,016 respondents. Proportionate sampling technique was employed to get the sample size; 20 headteachers and 228 teachers participated in the study. Validity of the research instruments was done through review and analysis by experts in the field. To intensify the reliability of the instruments, test re-test method was employed. Questionnaires were used to collect qualitative and quantitative data from the respondents. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS) programme where data was coded, fed into the computer, analyzed descriptively, and presented using frequency distribution tables. The study established that there is need to provide teachers with adequate CBC pre-service training and expose them to timely and quality CBC in-service training to ensure that they are well prepared for the implementation of Competency Based Curriculum. Continuous retooling of teachers was also found vital in determining the teacher’s preparedness and implementation of Competency Based Curriculum. Teacher training institutions should ensure that teachers are equipped with ICT skills for CBC uptake as well as training them on the appropriate CBC pedagogical approaches for full implementation of the curriculum. The study recommended that the Ministry of Education (MOE) and other educational training agencies should ensure quality CBC pre-service training, continuous retooling and CBC in-service training for all teachers. Curriculum planners and designers should engage all education stakeholders at all levels for smooth curriculum transition. DOI: https://doi.org/10.47772/IJRISS.2026.100701153 2026-08-22T00:00:00Z https://repository.seku.ac.ke/handle/123456789/8422 Assessing the multidimensional preparedness of public universities in Kenya for the implementation of competency-based education Kawinzi, Jeremiah M.; Mulwa, Janet K. Across the world, education systems are increasingly shifting from traditional timebased models of learning toward Competency-Based Education (CBE), which focuses on what learners can actually do with the knowledge and skills they acquire. In Kenya, this shift is particularly evident through ongoing education reforms, especially the adoption of competencybased approaches at the basic education level. At the same time, there is growing pressure on higher education institutions to produce graduates who are not only knowledgeable but also skilled, adaptable, and ready for a rapidly changing labour market. Against this background, this study examined the preparedness of Kenyan public universities to implement Competency-Based Education. The study specifically explored the extent to which university curricula align with CBE principles, the readiness of teaching and assessment practices, the capacity of academic staff to deliver competency-based instruction, and the adequacy of existing infrastructure and learning resources. A sequential explanatory mixed-methods design wasadopted, involving both quantitative and qualitative approaches. The study covered 12 public universities in Kenya, with data collected from 360 academic staff through structured questionnaires and 36 key informants through interviews. Additional insights were obtained through document analysis. The data were analyzed using descriptive statistics and thematic analysis. Findings reveal that most public universities are still in the early stages of preparing for full CBE implementation. Although policy discussions are ongoing and some curriculum review processes have begun, actual implementation remains limited. Many institutions are still grappling with superficial curriculum adjustments, limited use of student-centered teaching methods, and insufficient training for academic staff in competency-based approaches. In addition, assessment systems are not yet fully aligned with competency evaluation, while challenges such as inadequate infrastructure, weak institutional incentives, and limited financial resources continue to slow progress. Overall, while there is clear commitment and policy interest in adopting Competency-Based Education within Kenyan public universities, significant systemic, structural, and financial challenges remain. The study recommends a coordinated national approach involving the Commission for University Education (CUE), universities, industry stakeholders, and development partners to strengthen curriculum reform, enhance staff capacity, and build robust quality assurance systems that can effectively support CBE implementation. DOI: https://doi.org/10.26643/ijr/133 2026-07-04T00:00:00Z