This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public-private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers' roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of multistakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.

This study utilises philosophical deliberation to analyse the psycho-social and emotional conflicts that arise out of widowhood practices in the Luo community of Kenya. Towards this end, it explores the attendant effects of Luo widowhood practices on family, power and gender relations, and suggests resolutions to the challenges they generate.

If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it?This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer.It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful elearning revolution in education.

This study sought to analyze how strategic leadership can inspire ethical practices contained in Chapter Six of the Kenyan 2010 constitution, in the context of public primary teacher education. The philosophical method of phenomenology was utilized in this research. The study was carried out on 27 leaders within public primary teacher training colleges (TTC) and 8 regional education officers in Kenya who were selected purposively. The data were collected via a semi-structured interview, which is common in qualitative research. The data were analyzed using the thematic analysis technique, which involved examining the coded data in terms of identified themes and presenting the ideas in the form of tables and narratives. The findings indicated that strategic leadership can create an ethically sound environment that motivates ethical practices within primary TTC. The study proposes a philosophical model of strategic leadership that can influence the mindset of leaders and their subordinates to internalize ethical practices based on moral goodness and moral duty.

This paper undertakes an epistemic investigation of the efforts to combat corruption in Kenya in the light of Aristotle's concept of Akrasia, and proposes a model for educational practice for the purpose of facilitating the fight against corruption. Akrasia is taken to mean a lack of command over self, leading one to act against one's better judgment that one ought to choose virtue against vice.