ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to 19 acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.

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Education is seen as a powerful tool by which men and women are liberated from their natural state whether that described as ignorance, poverty, disease, selfishness, fear, corruption, injustice, enslavement, moral bankruptcy, or some other undesirable conditions and therefore freedom is the goal of education. Since attaining her political independence in 1963, Kenya has continued to invest heavily in education with the hope that this would help to transform the country into a modern progressive state. Kenya, fifty years after independence she is still bedeviled by corruption, bad governance, negative ethnicity and impunity. Although Kenyans have acquired literacy, academic knowledge and skills, education has not translated into the kind of thinking, mental attitudes and behaviour that is necessary for transforming society. This paper will explore the liberating and transforming power of education at the level of the individual and the society. It will then go on to demonstrate that only the right or intellectual learning at the expense of values and character education is responsible for our educational failure in Kenya.

Foundational values in a university classroom: Understanding values in practice explores the way in which philosophy of education and ethics is a values enterprise and that an exploration of values is necessary to work out the full purpose of a higher education to guide practices and help academics understand academic work. Philosophy of education and ethics inform thinking and actions and although this is well recognized, values philosophy of education and ethics are seldom brought to the forefront of inquiries as practices in higher education are developed. This book argues that by putting philosophy of education and ethics firmly on the agenda of those who teach work and learn in higher education, the academic profession can open up new spaces for moral education conversations and potentially transform the way in which they practice. Foundational values in a university classroom: Understanding values in practice is key reading for university lecturers, those with responsibility for leadership and management of higher education. There are few books that directly address the broad and complex question of foundational values in a university classroom: Understanding values in practice in teaching in higher education, yet at the same time, values are widely recognized as permeating all our practices. In this sense, an accepted part of academic life remains in the realm of "taken for granted" rather than being consciously and explicitly explored and practiced. The book deals with the idea of values in both a philosophical and practical manner. It is based on original research and uses both empirical data and theory to address teaching values in higher education and the current values of the higher education system. It explores what academics have valued historically in teaching and also addresses the major reforms of the 21st century. Reforms have essentially changed the nature of African higher education but have made little real difference to the outcomes for student learning and society, whereas teaching with values in all subjects has the potential to radically alter student experiences.

The paper demonstrates that people in all three ecological zones of Keiyo try to diversify their economic opportunities. Moreover, the paper suggests that Keiyo diversify both in order to reduce risk and uncertainty and in hopes of succeeding financially and getting ahead. On the other hand, it has shown that the interaction of ecological factors has limited the economic opportunities that are available to most people in the valley, and to a lesser degree, on the escarpment. The highlands ecological zone provides the greatest opportunities for achieving economic security and success. Usually through a combination of on-farm and off-farm activities, households are able to live more comfortably there than in the other two areas. Ironically, however, it is also in the highlands that diversification of activities becomes least essential for economic survival and prosperity. Because of the much more favourable opportunity structure there, households in the highlands do not feel as compelled to diversify their economic activities as do people who lived in the valley or on the escarpment. Nonetheless, this paper demonstrates that diversification is still the most common strategy pursued in all three ecological areas.