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University administrators, academic staff and students are key agents of internationalisation of higher education, particularly at the institutional level. The growing volume of literature on internationalisation has looked at the role that these stakeholders play. However, few studies in Kenya have examined these stakeholders’ conception of the internationalisation process. The current study explored Kenyan universities’ understanding of the process of internationalisation and how their perceptions influenced the provision of quality academic programmes. The focus was on the conception of the process and the rationales pushing universities in Kenya to internationalise. The targets were the university administrators, academics and students in two public and two private universities in Kenya. The study used institutional theory as a theoretical framework in examining the implications of stakeholders’ understanding of the internationalisation process on the provision of quality academic programmes. The study noted a failure on the part of universities in Kenya to utilise internationalisation as a tool for improving the quality of their education. There was a lack of shared understanding of the process among the stakeholders. In both public and private universities, academic rationales were identified as the main reason for supporting the internationalisation process. The lack of a comprehensive and shared understanding of the internationalisation process among the institutional stakeholders in Kenyan universities had compromised their capacity to utilise the process to advance the quality of their academic programmes. The study recommends investment in training on internationalisation to ensure that there is clarity on what constitutes the process, its rationale and its underlying values within the unique context of Kenyan universities.

The Kenya Vision 2030 identifies science, technology and innovation as key drivers in creating wealth, social welfare and international competitiveness. In recognition of the role of technology in achieving Vision 2030, the government pledged to strengthen technical capabilities by emphasising technological learning at all levels. The vision affirmed that it is only through an educated and skilled manpower that Kenya will be able to create, share and utilise knowledge well. To produce a workforce capable of fitting into the knowledge driven society, training of teachers in Primary Teachers Colleges was to integrate Information and Communication Technologies (ICTs) in teaching and learning. The government carefully prepared ICT policies to guide the use of ICTs in teaching and learning as a proper way of imparting in teacher trainees the skills needed for preparing learners with the right training. Among the policies was providing extensive training to tutors on use of ICTs in teaching and learning. The study analysed the implementation of this policy in Primary Teachers Colleges. The analysis sought to find out whether and what gaps exist between the stated government policy designed to guide use of ICTs in teaching and learning and the actual practice during the implementation process. The study sites were four PTCs in Kenya offering certificate courses commonly known as P1 colleges. These were three public PTCs and one private college targeting college heads, deans of curriculum, tutors, students and Ministry of Education officials. The study applied multiple case study design in soliciting views, perceptions, opinions and experiences regarding implementation of government ICT policies. A combination of research instruments were used in collecting the data. These included:- questionnaires, interviews and observation schedules. The data was analysed both  qualitatively and quantitatively using SPSS. The study findings established that there were a number of inconsistencies in the implementation of government policies on use of ICTs in teaching and learning and the actual practice during the implementation process. Although the policy required that lecturers at PTCs were to attend ICT in-service training to integrate ICT in classroom teaching, 53.8% of the teaching staff had not attended any in-service training on use of ICT in teaching and learning. The study concludes that the identified inconsistencies in the use of ICT skills of tutors had impacted negatively on the preparation of primary teachers with competencies in ICT use, hence undermining the realisation of Vision 2030. Therefore the study recommends establishment of partnership between the government, private sector and the PTCs to equip the tutors with the necessary and relevant ICT training to allow integration of ICT in teaching and learning.

Purpose: This paper describes the contribution of Mill Hill Missionaries (M.H.M) to the development of Secondary Education in Kisumu County, Kenya. The paper also deals with the nature of early education in the area, the relationship that existed among Mill Hill Mission schools and lastly, the educational developments at Nyabondo Boys Secondary School. Methodology: Being a historical study, the historical method of inquiry into the past was adopted. Primary sources of data consulted included oral testimonies of actual participants or witnesses of events in Kisumu County. Other primary sources used were archival documents either personal or institutional such as correspondences, photographs, mission publications, minutes of meetings and colonial government annual reports. The main secondary sources utilized were published and unpublished articles and books. The oral interviews were recorded, transcribed, and analyzed using qualitative method. Results: The study findings demonstrated that the spread of Western education and Christianity in Kisumu County led to social transformation of the Luo from traditional to modern practices. The findings further revealed that African catechists played a great role in the development of Western education and Christianity in Kisumu County. It can be concluded that, M.H.M played a vital role on the growth and development of secondary education in Kisumu County through the establishment of Nyabondo Boys Secondary School. The historical growth and development of the school from 1935 to 1985 can be greatly attributed to the activities of the M.H.M as well as the roles that Africans played in supporting the missionaries establish the school in the region. The establishment of the school in return was instrumental to a positive transformation of Nyabondo community and beyond to the Kenyan nation.

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