From holistic low-dimension feature-based segmentation to deep polynomial neural networks, Face Recognition (FR) accuracy has increased dramatically since its early days. The advancement and maturity of open-source FR frameworks have contributed to this trend, influencing many open-source research publications available in the public domain. The availability of modern accelerated computing capabilities through Graphics Process Unit (GPU) technology has played a substantial role in advancing open-source FR capabilities. The evolution and success of the open-source DL algorithms on FR, leveraging GPU technologies, have benefited from open datasets, resulting in many FR open-source implementations. This paper reviews the landscape of open-source FR frameworks, covering components of the FR pipeline across open datasets, face detection, face alignment, face representation, identification and verification, and deployment environments. We also discuss the current challenges and emerging directions in FR research.

The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher's attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. The objective of the study was to assess how the motivation, structure and enforcement of the school language policy impacts on the use of Kiswahili within the school setting, The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the sampled schools had language policy in place although it varied. Some schools had structured language policy while others had unstructured language policy. It was found out that motivation and punishment had an impact on the enforcement of school language policy. In view of the above findings, it was recommended all teachers regardless of the subject they teach should participate in the enforcement of the school language policy. The school administrators should ensure that their respective language policies should be fully enforced in order to meet its intended purpose and the school language policies should be well structured. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students achievements in languages offered in the curriculum.

This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.

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