Bio

BIO

2000-2006 Senior Lecturer
Highridge Teachers College
1985-1999 Head of Social Sciences Department
Highridge Teachers College
1999 Graduate Teacher
Jamuhuri High School
1982-1984 Teacher
Pangani Girls High School
1980-1982 Teacher
Kirangari High School
1979-1980 Teacher
Machakos Girls High School

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Publications


2013

Mutoro, JM, Imonje DR.  2013.  DESIGNING INSTRUCTIONS FOR DISTANCE LEARNING IN THE 21ST CENTURY. Abstract

The debate around distance education has often been reduced to issues of access and quality. Much discussion surrounds designing instructions for distance learning. Good instructional design produces good outcomes and poor instructional designs produce poor outcomes. From a practical perspective, these are concerns that must be addressed and balanced when designing education to be delivered at a distance. This paper addresses these concerns based on designing instructions for distance learning. This paper draws data from different national and international sources. The paper begins with a review of the related literature. The study carried out in July 2010 on “critical review of instructional design process of distance learning system”. The study was carried out at Allama Iqbal University (AIOU). The study used survey design. Key findings of this study indicate that there is need to conduct need’s assessment before writing any course that need multimedia support i.e. audio and video-cassettes and computer diskettes may be provided along with study materials and finally, illustrations and self assessment. Designing of instructions for distance learning is mainly influenced by objectives, course content, experience and qualification of teachers and learners characteristics. Modern technology of e-learning is expensive and hence learners’ background will dictate on which mode at a distance will be more affordable and effective when designing instructions for distance learning. Designing of instructions for distance learning will be determined by evaluation, assessment,
44 UoN - ISO 9001:2008 Certified
and feedback procedures. Thus, this paper will further consider the following aspects: meaningful and meaningless instructions, feedback model, Dick and Carey system and Oar model. The paper will also discuss the theories of distance learning by Moore and Holmberg. In spite of its significance, designing instructions for distance learning has its challenges. These challenges include insufficient support from the stakeholders, and inadequate teaching and learning resources. We suggest that the key stakeholders to participate in transformation of educational system into distance education and training of the stakeholders in the handling of distance education materials.
Keywords; Designing instruction, distance learning and distance education, instructional models, meaningful learning meaningless learning, involvement evaluation, assessment and feedback.

Mutoro, JM, Imonje DR.  2013.  The role of collaboration and partnership in teacher education and development in Africa. Abstract

Abstract
This paper investigates the role of collaboration and partnership in teacher education and development in Africa. Teacher education is important as it empowers the teachers with the necessary skills that are needed for bringing about development .We begin this paper by discussing types of teacher education in Africa. The paper goes on to discuss collaboration and partnership in teacher education and development and the parties that are involved in collaboration and partnership. We will also look at the consequences of collaboration and partnership in teacher education. The challenges experienced in teacher education. We will suggest solutions to these challenges.
Key words: Teacher, Teacher education, Collaboration, Partnership, Development

2011

NYAGAH, DRGRACE, Imonje DR, MUTORO JULIANA.  2011.  CURRICULUM DESIGN AND DEVELOPMENT.

2006

MUNIALO, MRSMUTOROJULIANA.  2006.  MUTORO J, M(2006)A handbook on how to write text books for the University of Nairobi, College of Education and External Studies, Faculty of External Studies. Animal Production Society of Kenya Egerton, Njoro. July 1992.. : The Kenya Medical Association Abstract
Quality of health education during STD case management in Nairobi was assessed in 142 healthcare facilities, through interviews of 165 providers, observation of 441 STD patients managed by these providers, and 165 visits of simulated patients. For observations, scores were high for education on contact treatment (74-80%) and compliance (83%), but unsatisfactory for counselling (52%) and condom promotion (20-41%). The World Health Organization (WHO) indicator for STD case management Prevention Indicator 7 (PI7) (condom promotion plus contact treatment) was poor (38%). Public clinics strengthened for STD care generally performed best, whereas pharmacies and mission clinics performed worst. Compared with observations, scores were higher during interviews and lower during simulated patient visits, indicating that knowledge was not fully translated into practice. Interventions to improve the presently unsatisfactory service quality would be wide distribution of health education materials, ongoing training and supervision of providers, implementation of STD management checklists, and the introduction of pre-packaged kits for STD management.

2005

MUNIALO, MRSMUTOROJULIANA.  2005.  MUTORO J, M(2005)Primary School Social Studies Series (Standard 1-8) - Dhillon Publishers. Animal Production Society of Kenya Egerton, Njoro. July 1992.. : The Kenya Medical Association Abstract
Quality of health education during STD case management in Nairobi was assessed in 142 healthcare facilities, through interviews of 165 providers, observation of 441 STD patients managed by these providers, and 165 visits of simulated patients. For observations, scores were high for education on contact treatment (74-80%) and compliance (83%), but unsatisfactory for counselling (52%) and condom promotion (20-41%). The World Health Organization (WHO) indicator for STD case management Prevention Indicator 7 (PI7) (condom promotion plus contact treatment) was poor (38%). Public clinics strengthened for STD care generally performed best, whereas pharmacies and mission clinics performed worst. Compared with observations, scores were higher during interviews and lower during simulated patient visits, indicating that knowledge was not fully translated into practice. Interventions to improve the presently unsatisfactory service quality would be wide distribution of health education materials, ongoing training and supervision of providers, implementation of STD management checklists, and the introduction of pre-packaged kits for STD management.

2001

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