Learner-centered experiential approaches such as adoption of vignettes focus on practical experiences and applications in teaching business ethics. Vignettes of different types provide scenarios of events that are logical in order to help learners develop an ethical sensitivity that would influence their decision-making skill. This study focused on adoption of narrative, illustrations, repertoires, documentaries or scripts used as instructional resources for instilling ethical sensitivity among business education students. The study adopted contingency framework for ethical decision-making and targeted 102 year-three business education students at University of Nairobi. Through random sampling 58 students provided information, which was descriptively analysed. Study findings indicated that 93.6% business education students agreed that narratives, 81.8% illustration, 78.6% repertoire, 90.9% documentaries and 97.0% scripts enhance decision-making. The study recommended that teachers be advised to adopted different types of vignettes in teaching, schools provide budgetary allocation for vignettes production and further research on to establish how much vignettes have been used in schools for business studies.

Instructional resources are educational inputs that aid teaching and learning process. Planning for instructional resources demands that money be set aside and budgeted for to assure their availability and adequacy. Schools financial management policy framework guides budgeting process in instructional management and the extent of involvement of science teachers.. This was a descriptive survey which targeted science teachers and principals in 6 national secondary schools, 60 county secondary schools and 66 private secondary schools in Nairobi County. Information was obtained through questionnaires and interview from a sample of 108 selected using mixture of stratified and simple random sampling techniques. Findings indicated that secondary schools in Nairobi County have a financial management policy (mean of 3.82) and that this has objectives that inform budgetary allocation for instructional resources for sciences (mean of 3.47), guide sources of funds for budgetary allocations for instructional management (Mean of 3.35), provide for standardized procedures in sourcing for science instructional resources (mean of 3.41) and has accountability provisions (Mean of 3.57). Recommendations from the study aimed at the need to institute appropriate regulatory mechanisms to enhance instructional management in terms of budgetary allocation and utilization and further research on the role science teachers in financial decision making as far as instructional management is concerned.

The convergence between telecommunication, broadcasting multimedia and related technologies commonly known as Information and Communication Technologies (ICT), promises a fundamental change in educational management. ICT could be the missing tool in improving efficiency of private secondary schools to cope with rapidly changing world to effectively meet management tasks combined with flexibility in learning and administrative activities essential in enhancing efficiency in educational institutions. Little evidence explains effect of ICT in private secondary schools management across the globe. The study investigated effects of ICT in management in private secondary schools in Nairobi. A survey design was adopted with target population of 140 private schools and information was sourced from 40 principals, who were randomly sampled. The study found that the adoption of ICT is high in private schools irrespective of curriculum offered. The use of ICT with schools having installed current hardware and software required for implementation of ICT strategy in management. Findings revealed that use of ICT is more in schools with higher enrollment and having both day and boarding components. Uses of ICT enabled institutions achieve improvements in financial, administrative and instruction management. In financial management 62.5% of schools had automated accounts, 71.9% payroll and 53.1% budgeting operations. In administrative management 68.75% automated stores, 56.25% students' records and 62.50% staff records. In instructional management 53.10% automated timetabling, 84.30% examinations and 76.90% students' progress reports. The study recommends regular training of administrators and staff on emerging technologies in school management, deliberate budgetary allocation to procure hardware and software to support ICT in management and government policy to implement ICT in management at all tiers of the economy.

Planning for instructional resources demands that money be set aside and budgeted for to make them available and adequate in secondary schools. To adequately avail science instructional resources a policy driven budgeting process is essential. The influence of budgeting process on instructional management and the extent of involvement of science teachers have not been highlighted through empirical data. This study adopted stakeholder theory and obtained information from science teachers in secondary schools within Nairobi County, Kenya. From 96 science teachers in 33 secondary schools of Nairobi County obtained using stratified random samplings. 89 filled questionnaires. Findings of this study established that science teachers are involved in the budgeting process for sourcing of instructional resources in Kenyan secondary schools was considered in terms of their participation in strategic planning (mean 3.20), departmental meetings (mean 3.46), and budgeting committee (mean of 3.33) and in pre-budget consultations (mean of 3.33) and post-budget consultations (mean of 3.31) (mean of 3.42).

Achieving transformational knowledge based economy as provided for in Kenya's Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.