This study aimed at improving the quality and nutrient density of a Kenyan fermented maize meal snack (mkarango) through soy fortification to alleviate protein‐energy malnutrition (PEM) in children. Nine variations of the snack were prepared by replacing 0, 30, and 50% maize with soy and fermenting each for 0, 3, and 5 days at ambient temperature. To establish the physico‐chemical characteristics, the proximate composition, bulk density, water, and oil absorption capacities and titratable acidity were determined. Consumer acceptability was evaluated using a panel of 55 individuals. Fortification of maize with 50% soy increased protein, lipid, and ash content by 256, 284, and 78%, respectively, while carbohydrates reduced by 30%. Fermentation increased lipids and slightly reduced carbohydrate content. Energy ranged from 1,600 to 1641 kJ/100 g. Oil absorption capacity and bulk density reduced with fortification and fermentation while water absorption capacity increased. Fermentation reduced pH by 29 and 31% after days 3 and 5, respectively. There was no significant difference at p ≤ .05 between liking of the fortified snacks and the conventional mkarango, but increase in number of fermentation days reduced the overall acceptance. All fortified snack variations meet more than half the Recommended Daily Allowance for children aged 0.5 to 10 years. Fortification and fermentation improve nutrient density of snacks in terms of proteins, lipids, and ash as well as the functional properties. Preference for all fortified snacks was above average. The soy fortified fermented snack has the potential to alleviate protein‐energy malnutrition in developing countries.

The main objective of this study was to investigate the challenging issues faced by church-based training institutions in Eldoret municipality who offer dressmaking and tailoring skills to the youth. Data was collected from 32 students and four teachers using questionnaire and from three managers and eight students who have graduated using interview schedule and analyzed using statistics. The study revealed that female trainees seek training to gain skill for paid or self-employment. It was also revealed that the teachers were qualified and some trainees dropped out of school because of marriage and teenage pregnancy. The study further revealed that students who sit for examinations perform well and appreciated attachment in the curriculum. The study recommends that institutions start a microfinance loan scheme to assist graduates who are interested in self-employment and vocational centres should include enterprise education in their curriculum to equip graduates with business skills.

The aim of this study was to investigate the attitude of Home Science students and teachers towards Clothing and Textiles in Home Science discipline of the secondary school curriculum. Home Science is one of the technical and vocational subjects introduced to Africans in Kenya towards the end of the 19th century by Christian missionaries (Wandera, 1967). Home Science was fragmented into Needlework and Foods and Nutrition until 1985 when it was consolidated. The objectives were to establish the teachers’ and students’ attitude towards instruction of Clothing and Textiles and determine problems affecting the instruction of Clothing and Textiles. Simple and systematic random sampling techniques were used to choose schools offering Home Science and students to participate in the study respectively. Data was collected using questionnaire from 409 students and 27 teachers from 21 secondary schools offering Home Science in three (3) districts in Western Kenya. Descriptive statistics was used in data analysis and relationship between variables was established using chi-square tests. The study established that 61% and 78% of teachers and students respectively have positive attitude towards Clothing and Textiles.