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Browsing Journals and Articles by Subject "African Traditional Values"

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    Education and Development in the Context of Kenya’s Vision 2030
    (The Catholic University of Eastern Africa, 2013) Misia A., Kadenyi; Biraimah, Karen; Wolhuter; Wildemeersch, Danny
    The idea of starting „Msingi‟ is an old one in the history of the Department of Educational Foundations at Kenyatta University. In early 1980s, members felt there was a need to provide a platform through which they could present, publish research findings, debate issues, communicate with the audience beyond the confines of the department and the then University College at large. Meetings were held to discuss ways and means of starting a forum for such discussion. The end result of the meetings was the birth of a journal. They named it 'Msingi', Kiswahili for Foundations. Since they had little financial support from the College authorities, members of staff with a lot of determination, enthusiasm, and passion mobilized their own resources. These efforts culminated in the production of the first issue of „Msingi‟ in 1985. Among the founders of „Msingi‟ were Prof. R.J. Njoroge and the late Prof. G. Bennars, its first editor. The journal was well received in academic circles. It gave hope to many scholars in the department and beyond who had been yearning for such a forum in which to publish. After a few issues, however, „Msingi‟ went out of production mainly due to many financial challenges that faced the editorial team. Despite this setback, the dream of having a departmental journal did not die. The need for „Msingi‟ that was identified in 1985 is still relevant today as it was in the days of the founders. Recently members of the department have, yet again, mobilized resources to revive the journal. The current issue has put the department back on the journey that was started in1985. Members of the editorial committee are, therefore, excited and happy to present the reborn „Msingi‟. Articles in this issue focus on the theme, Education and Development in the Context of Vision 2030. We are grateful to all members of the Department of Educational Foundations, the authors, reviewers, the publisher and all those who in one way or another have contributed to make the production of this issue a reality.