Bio

PDF Upload: 

Publications


Submitted

Otieno-Omutoko, L, Mwenda MN.  Submitted.  Ethical Concerns Influencing Project Completion in Building Construction Industry in Kenya. African Journal of Project Planning and Management.
Otieno-Omutoko, L, Mburunga S, Pokhariyal G, Ndiritu N.  Submitted.  Influence of Community Equity Financing On Sustainability of Community Water Projects, In Kieni Constituency, Nyeri County, Kenya. African Journal of Project Planning and Management.

2015

Otieno-Omutoko, L, Mwenda M.  2015.  Gender Mainstreaming Strategies in Upgrading of Rural Projects in Karatina, Nyeri County, Kenya.. African Journal of Project Planning and Management. 1(1):29-50.

2014

Otieno-Omutoko, L, Mwaura P.  2014.  Gender Policy as a Management Strategy in Education. Governance and Transformations of Universities in Africa: A. Global Perspective International higher education. : Information Age Pub

2013

Otieno-Omutoko, L.  2013.  Making Right Decisions: Ethical Issues for Social Science Researchers. Environment, Power and Development in Africa. Research, the Catholic University of Eastern Africa (CUEA), Nairobi. , Nairobi: CUEA
Otieno- Omutoko Lillian, PD, Omutoko JD, Omutoko IC.  2013.  Application of Technology in Realization of Literacy and Reading Skills in Primary Schools in Kenya. Abstract

Education for All (EFA) aims at provision of quality basic education for children, youth and adults to bring benefits to every individual. Realization of EFA goals can be accelerated through provision of literacy for all. There is exponential growth in the use of technology in everyday life. ICT technologies have become common in school settings, workplaces and at home. ICT can be used to improve critical cognitive skills and general literacy. Literacy pursuits should include technology based skills to enable operation in technology based settings. It is necessary to understand and conceptualize how ICT can enhance literacy and how it contributes to development of human capital. The purpose of this study is to assess the role of ICT in increasing access to literacy and improving the quality of literacy education. This paper intends to: (1) Explore how ICT technologies can be used to enhance learning and broaden access to literary education (2) Demonstrate the use of digital technologies in strengthening literacy and reading skills (3) Explain how ICT barriers to achievement of literacy can be reduced to enhance literacy. Document desk review and in depth content analysis will be used to collect information and develop innovative affordable software applications for literacy. Findings from this study will be used to develop a pilot ICT literacy program.

Otieno- Omutoko, L, Gunga SO, Inyega H, OGUTU JOSEPH.  2013.  Strengthening Research Capacity and Research Management in Health and Social Science Research in Kenya. Research, the Catholic University of Eastern Africa (CUEA). Nairobi. , Nairobi: CUEA Abstract

Researchers carry out various types of studies determined by purpose although the general aim of research is to generate knowledge that is relevant to a wider population beyond what is studied formally or informally. For research to be beneficial it should meet the criteria of relevance, rigour and reliability or dependability for informing policy and other important decisions. The significance of research is policy makers and practitioners require evidence. This underscores the need to enable researchers to produce evidence which necessitates provision of capacity, skills and resources. Researchers have an important role in development. They ensure that curricula and learning outcomes are based on up-to-date evidence and they impart skills to enable collection, appraisal and synthesis of evidence that should underlie development of policy and practice. Capacity needs to be strengthened to engage in meaningful research that will lead to advancement of human knowledge which is necessary for development. Research capacity has changed meaning over time from focus on the individual to collective strengthening of research teams and institutions. The purpose of this study is to explore strategies for research capacity building. The objectives of the study will be to: (i) establish the levels of research capacity building (ii) examine phases of knowledge creation and knowledge translation cycle and (iii) assess relational dimensions of capacity building. Mixed mode approach will be employed and data will be collected through field study, documentary analysis and comprehensive literature review. Descriptive and inferential statistical analysis will be carried out. Conclusions, recommendations and implications for institutional research capacity building will be made.

2012

Otieno-Omutoko, L, Ndunge K, Macharia P.  2012.  Towards Quality Assurance in Higher Education – Management Digest.. Journal of Management University of Africa, Management University of Africa. Nairobi. 4:110-118.
Otieno-Omutoko, L.  2012.  Re-thinking the Management of Higher Education Institutions: Transformational Leadership. Management Digest. Journal of the KIM School of Management Kenya Institute of Management. 1:214-221.
  2012.  Making Right Decisions: Ethical Issues for Social Science Researchers. Abstract

Ethics exist within a social context, which makes ethical decision making a complex process. Including an ethical perspective as a foundation of all kinds of research is vital. Researchers need to follow standards of professional conduct to ensure the welfare of participants and uphold the integrity of social science research. Social science scholars encounter ethical challenges when studying and dealing with human behaviour. The genesis of research ethics was the atrocities experienced in clinical trials such as medical experimentation carried out by Nazi physicians in the Second World War and the Tuskegee Syphilis Study (Samantaray and Sahu, 2008: Babbie,2007:Robson,2002). Samantary et al (2008) posits that a reading of social science research journals provide little guidance on ethical responsibilities toward research participants, which should be considered when undertaking research. They argue that there are seldom detailed discussions of ethical principles that guide interaction with participants. However, there are general principles that most researchers would agree on. Unlike scientists who conduct their work under controlled conditions, social science researchers conduct their studies in the field. To study the society, an array of research methods is employed and for collected data to be useful it has to be honestly collected, it should be reliable and collected with informed consent. Research participants should be respected while the principles of beneficence and justice should be upheld. Some of the ethical issues in social science research include deception, confidentiality, preconceived notions, and recruitment methods, security of data, falsification of data, acceptable standards, conflict of interest, plagiarism, rationale and presentation of results (Robson, 2002). This paper intends to examine the genesis of research ethics, examine ethical issues in social science research and to provide suggestions for maintaining integrity in social science research. The purpose of this paper is to perpetuate dialogue with scholars and practitioners concerning the place of ethics in research so that it can be applied in social science research for the benefit of participants. The significance of this study is to enhance understanding and consideration of ethical issues in social science research. Data will be collected through document desk review. Findings from the desk review will inform social science researchers and equip them with knowledge to attend to risk of potential harm and consider the potential benefit of research to individuals and society and minimize risks which could be psychological, sociological, emotional, and financial and legal.

  2012.  Gender Policy as a Management Strategy in Education. Abstractbibliographic_details_of_masculinity_as_a_gender_dimension_in_the_education_of_boys.doc

Gender policies should be people centered and should respond to needs of women, men, boys and girls. Policies affect men and women differently which means all policies should contribute to gender equality.

Purpose
The aim of this paper was to examine gender responsiveness of gender policies to teacher education and challenges faced in the implementation of these policies in universities. The study outlined and tracked official responses to gender with regard to teacher training programs.

Approach
The study was carried out through document desk review of relevant research literature, policy documents and curricula of teacher education programs of selected higher education institutions in Kenya. Data was analyzed using social relations approach which is a framework used for institutional analysis. Resultant information was integrated with content to analyze gender in the context of teacher education and management.
Findings
This paper reveals that there are gender disparities and that the government and its partners have developed strategies and initiatives to address gender and education. The Gender policies understudy proposed gender balanced entry into teacher education, increased participation and gender equity in university processes.
Value

Education is a vehicle of development which can be achieved through equal participation of males and females, reduction of gender inequalities in access and control of resources, gender awareness and gender responsiveness. This paper views human well being as concerning survival, security and autonomy (Anderson &Woodrow 1989), which can be enhanced through gender equality and responsiveness through teacher education. The paper proposes focus on inculcation of gender values to populations through education to avoid gender disparities in systems of development. This can be done through teacher education and engendering the curriculum at all levels of education. The proposition will be beneficial to educationists, policy makers and communities.

2011

Otieno-Omutoko, L.  2011.  Gender Issues in Development. , Nairobi, Kenya: CODL
Otieno-Omutoko, L.  2011.  Training and Curriculum Development. , Nairobi, Kenya: CODL
Otieno-Omutoko, L.  2011.  Masculinity as a Gender Dimension in the Education of Boys, Discourse of Masculinities in Schools. , Germany. : VDM Verlag Dr. Müller GmbH & Co. KGDudweiler Landstr

2006

Otieno-Omutoko, L, Rugut I.  2006.  The Role of African Universities in Promotion of Gender Equality and Empowering Women pp. 95-107, 2006. In The Role of African Universities in the Attainment of the Millennium Development Goals.. , Kenyatta University

UoN Websites Search