Publications

Found 33 results

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Submitted
MALLANS PROFRAMBOCHARLES. "DR. RAMBO CHARLES, DEVELOPING AND IMPLEMENTING MARKETING STRATEGIC PLANS: A PERSPECTIVE OF CREATING CUSTOMER VALUE ( TITLE OF THE BOOK ).". In: BOOK TITLE, Developing and Implanting Marketing Strategic Plans. European Psychiatric Journal; Submitted.
MALLANS DRRAMBOCHARLES. "DR. RAMBO CHARLES, SMALL ENTERPRISES MANAGEMENT AND DEVELOPMENT ( TITLE OF THE BOOK ).". In: BOOK TITLE, Small Enterprises Management and Development. European Psychiatric Journal; Submitted.
2015
Achieng B. O; Rambo C.M. & Odundo P.A.(2015). "Assessment of the Influence of the Level of Human Resources as a component of Institutional Capacity on Academic Performance of Students in Public Secondary Schools in Usigu Division – Bondo District, Kenya." Published in International Journal of Marketing and Technology. ISSN: 2249 – 1058 . 2015;5(5).
Achieng, B.O; Rambo OCM & PA. "Influence of Physical Facilities as a component of Institutional Capacity on Academic Performance of Students in Public Secondary Schools in Usigu Division – Bondo District, Kenya." International Journal of Physical and Social Sciences. ISSN: 2249 – 5894 Volume 5, Issue 1, January, 2015 - USA. Http://www.ijmra.us . 2015;5(1).
2014
2013
Rambo CM. "Time Required to Break-Even for Small and Medium Enterprises: Evidence from Kenya." International Journal of Management and Marketing Research. ISSN: 1933 – 3153 [Print], 2157 – 0205 [Online].. 2013.
2012
Rambo CM. "Effects of Procurement reforms on Expenditure Management in Public Secondary Schools in Kenya,." DBA Africa Management Review Journal. 2012;Vol. 2 No. 3 :150-168.
Rambo CM. "http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/9784.". 2012. AbstractWebsite

The Education Act and the Secondary School Heads’ Manual recognize school heads as
the financial controllers and accounting officers, responsible for all school revenue and
expenditure management. Prior to reforms, procurement and tendering activities in
public institutions, including secondary schools, was carried out under unclear legal
frameworks, which failed to check irregularities arising from the process. Studies
commissioned by the government and the World Bank in 1986 and 1997 revealed
serious shortcomings in the procurement system, leading to loss of public funds.
Procurement reforms were initiated to enhance efficiency and minimize loss of public
resources. Even though the reforms process was initiated about a decade earlier, little
had been documented about the extent to which the regulations had been implemented
in public secondary schools and its effect on expenditure management. To achieve the
objective of this study, a cross-sectional survey design, with quantitative and qualitative
approaches was applied to guide data sourcing, processing and analysis. Primary data
was sourced from 117, which were sampled from a national population of 3,868 schools
that have been in existence for at least ten years as at the time of this study. The sample
included 6 national, 42 provincial and 69 district schools. In terms of gender, 23 were
pure girls’ schools, 19 were boys’ schools, while 75 were mixed schools. The schools
were selected through a stratified random procedure, based on the category of schools;
viz. national, provincial or district. Both quantitative and qualitative approaches were
applied to process and analyze the data. The study found that advertising tenders,
number of committee members trained in procurement had strong positive effects on
expenditure efficiency. Besides, the frequency of tender-splitting had the strongest
negative effect on expenditure efficiency. The adjusted regression models explained 45.1
percent of variance in expenditure management. The study recommends the need for:
procurement regulations to be reviewed for tender committees to include BoG, PTA
and ministry representatives; regular supervision of tender committees by the ministry
officials; training of tender committee members; technical and financial evaluation
committees to be created to enhance efficiency.

and Rambo POCAM. "Influence of Access to Training on the Effectiveness of Secondary School Board of Governors in Kenya." International Journal of Disaster Management and Risk Reduction.. 2012;Volume 4, 2, November 2012. ISSN: 1992-2744.
Rambo CM. "Risk Factors Influencing the Survival of Strategic Alliances: Evidence From Kenya." International Journal of Management and Marketing Research. ISSN: 1933-3153 (print) and 2157-0205 (online) . 2012.
Rambo CM. "Strategic Alliances and the Performance of Small and Medium Enterprises in Kenya." DBA Africa Management Review. 2012;Vol. 2 No. 1:56-76.
2011
"Financing Practices Adopted by the Learners: Bachelor of Education (Arts), University of Nairobi, Kenya." . Journal of Continuing, Open and Distance Education. 2011;Vol. 1(Issue 2, January 2011: ISSN 2074-4722. ).
2010
Mallans RC. "Factors that influence learners.". 2010.
Rambo CM, Atisa E. "Material Production and Control Strategies.". In: Material Production and Control Strategies. Nairobi: UoN; 2010.
Rambo CM, Otieno M. "Principles and Procedures in Project Planning and Management." Nairobi: UoN; 2010.
Rambo CM, Matseshe L. "Project Financing.". In: Project Financing. Nairobi: UoN ; 2010.
Rambo CM, Paul A. Odundo. "Socio - E co nomic Empowerment of Women through Micro - Finance: A comparative Assessment of Funded and U nfunded W omen in Kisumu District, Kenya." International Journal of Disaster M anagement and Risk Reduction. 2010;2(2):92-107.
MALLANS DRRAMBOCHARLES. "Charles M. Rambo and Paul A. Odundo; FACTORS THAT INFLUENCE LEARNERS.". In: The Fountain Journal Vol. IV No. 2. European Psychiatric Journal; 2010.
2009
MALLANS DRRAMBOCHARLES. "DR. RAMBO CHARLES, FINANCING DISTANCE LEARNING IN KENYA: A FOCUS ON BACHELOR OF EDUCATION ( ARTS) OF THE UNIVERSITY OF NAIROBI ( PHD THESIS TITLE).". In: PHD THESIS. European Psychiatric Journal; 2009. Abstract

Distance Learning programme enhances equitable access to higher education in Kenya. The Bachelor of Education (Arts) by distance learning was initiated at the University of Nairobi nearly two decades ago to enable teachers upgrade their skills for improved service delivery. Learners in this programme are expected to finance their education from own resources. However, the rising cost of living delays completion of the programme by up to 30%, as resources are diverted to cater for immediate family needs. Data from the School of Continuing and Distance Education (SCDE) and University of Nairobi Enterprises and Services Limited (UNES) for 2006 show that out of a total enrollment of 6,740 learners, only 4,467 (66%) were actively pursuing the course; implying that about 2,273 (33%) were inactive mainly because of financial constraints. The situation is attributed to limited financing programmes at the national level. Although HELB was established to further higher education, limited financial support from the exchequer makes it difficult to provide assistance to learners outside regular academic programmes.

The study was guided by the following objectives: assess the impact of socio-economic, academic and professional background of learners on ability to finance B.Ed (Arts) by distance learning; establish various modes of financing adopted by learners; explore the challenges faced under the programme and coping mechanisms; evaluate the effectiveness of various funding strategies in terms of accessibility, affordability and adequacy, as well as determine the cost-efficiency of the B.Ed (Arts) by distance learning. In addressing the objectives, both quantitative and qualitative methods were used. These included a survey, in-depth interviews and desk review to source requisite primary and secondary data. The survey covered 673 learners; drawn using stratified simple random sampling procedures; while in-depth interviews were held with eight officials from financial institutions. Also interviewed were nine officials from the SCDE. Key informants were those directly involved in higher education financing initiatives and management of distance learning activities

Quantitative data were processed and analysed to produce frequency distributions, cross tabulations with Chi Square statistic to test hypotheses and binary logistic regression to determine the net impact of each predictor variable. In addition, qualitative data were organized in line with the objectives. This was followed by description to produce interim reports; areas that required additional information were identified and gaps filled. The final step involved systematic analysis and interpretation of interim reports, which were then integrated with quantitative output. The study found that affordability of the B.Ed (Arts) by distance learning was statistically associated with learners' gender, total number of dependants, average income and highest education level. Further analysis showed that learners financed distance learning through loans from commercial banks; personal savings; donations; support from family members and bursaries. Others included proceeds from disposal of assets; dividends from stocks as well as fundraisers. Loans from SACCO societies and commercial banks were the formal sources of funding.

Impediments to effective participation in the DL included meagre incomes, inadequate time to engage in Income-generating Activities (IGAs), high cost of residential fees; and inadequacy of learning materials. In addressing the issues, learners adopted a number of coping mechanisms such as disposing off properties, suspending personal development projects, venturing into IGAs such as operating nursery schools, grocery shops, cyber cafes, welding workshops and farming among others. On its part, the University allowed learners to take up the optimal number of units they could afford, creating provision for special papers; linked up with other institutions such as African Virtual University (AVU) to source for cost-effective learning materials. The University also engaged in IGAs including facilitation of seminars and training. Further findings showed that B.Ed (Arts) by distance learning was relatively more cost efficient than the regular mode. This arose from effective cost management practices and distance learning methodologies adopted.

Based on the findings, the study recommended that the HELB Act be amended to cover distance learning learners; that annual budgetary allocations to HELB for loans and bursaries should be increased; and that a database on gender, total number of dependants, level of income and education level should be developed and used to decide on the degree of financial support to learners. Other recommendations emphasized on formulating a national policy on financing distance learning learners; strengthening Constituency Development Fund (CDF) programmes; improving networking with stakeholders; creating special funding grants at the university and establishing a revolving fund. In further research, the study recommended the need for study on the role of employers in financing distance learning; the impact of e-learning on affordability of distance learning; factors encouraging drop out and deferment of studies and the cost-benefit analysis of the distance learning.

2004
MALLANS DRRAMBOCHARLES. "Financing Micro, small and medium Enterprises in Kenya (Micro-Finance option).". In: PHD THESIS. European Psychiatric Journal; 2004. Abstract

Distance Learning programme enhances equitable access to higher education in Kenya. The Bachelor of Education (Arts) by distance learning was initiated at the University of Nairobi nearly two decades ago to enable teachers upgrade their skills for improved service delivery. Learners in this programme are expected to finance their education from own resources. However, the rising cost of living delays completion of the programme by up to 30%, as resources are diverted to cater for immediate family needs. Data from the School of Continuing and Distance Education (SCDE) and University of Nairobi Enterprises and Services Limited (UNES) for 2006 show that out of a total enrollment of 6,740 learners, only 4,467 (66%) were actively pursuing the course; implying that about 2,273 (33%) were inactive mainly because of financial constraints. The situation is attributed to limited financing programmes at the national level. Although HELB was established to further higher education, limited financial support from the exchequer makes it difficult to provide assistance to learners outside regular academic programmes.

The study was guided by the following objectives: assess the impact of socio-economic, academic and professional background of learners on ability to finance B.Ed (Arts) by distance learning; establish various modes of financing adopted by learners; explore the challenges faced under the programme and coping mechanisms; evaluate the effectiveness of various funding strategies in terms of accessibility, affordability and adequacy, as well as determine the cost-efficiency of the B.Ed (Arts) by distance learning. In addressing the objectives, both quantitative and qualitative methods were used. These included a survey, in-depth interviews and desk review to source requisite primary and secondary data. The survey covered 673 learners; drawn using stratified simple random sampling procedures; while in-depth interviews were held with eight officials from financial institutions. Also interviewed were nine officials from the SCDE. Key informants were those directly involved in higher education financing initiatives and management of distance learning activities

Quantitative data were processed and analysed to produce frequency distributions, cross tabulations with Chi Square statistic to test hypotheses and binary logistic regression to determine the net impact of each predictor variable. In addition, qualitative data were organized in line with the objectives. This was followed by description to produce interim reports; areas that required additional information were identified and gaps filled. The final step involved systematic analysis and interpretation of interim reports, which were then integrated with quantitative output. The study found that affordability of the B.Ed (Arts) by distance learning was statistically associated with learners' gender, total number of dependants, average income and highest education level. Further analysis showed that learners financed distance learning through loans from commercial banks; personal savings; donations; support from family members and bursaries. Others included proceeds from disposal of assets; dividends from stocks as well as fundraisers. Loans from SACCO societies and commercial banks were the formal sources of funding.

Impediments to effective participation in the DL included meagre incomes, inadequate time to engage in Income-generating Activities (IGAs), high cost of residential fees; and inadequacy of learning materials. In addressing the issues, learners adopted a number of coping mechanisms such as disposing off properties, suspending personal development projects, venturing into IGAs such as operating nursery schools, grocery shops, cyber cafes, welding workshops and farming among others. On its part, the University allowed learners to take up the optimal number of units they could afford, creating provision for special papers; linked up with other institutions such as African Virtual University (AVU) to source for cost-effective learning materials. The University also engaged in IGAs including facilitation of seminars and training. Further findings showed that B.Ed (Arts) by distance learning was relatively more cost efficient than the regular mode. This arose from effective cost management practices and distance learning methodologies adopted.

Based on the findings, the study recommended that the HELB Act be amended to cover distance learning learners; that annual budgetary allocations to HELB for loans and bursaries should be increased; and that a database on gender, total number of dependants, level of income and education level should be developed and used to decide on the degree of financial support to learners. Other recommendations emphasized on formulating a national policy on financing distance learning learners; strengthening Constituency Development Fund (CDF) programmes; improving networking with stakeholders; creating special funding grants at the university and establishing a revolving fund. In further research, the study recommended the need for study on the role of employers in financing distance learning; the impact of e-learning on affordability of distance learning; factors encouraging drop out and deferment of studies and the cost-benefit analysis of the distance learning.

2003
2002

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