Awareness and Perception Survey of Ruiru Town Residents and Community Towards Zetech University
Authors: Peter Kibas, Barrack Ouma, Samuel Wachira, Daniel Ndiema, Daniel Njeru and Tecla Jebet
Year Awarded: 2022
Study period: Jan-December 2022
The project aimed to improve Zetech University's understanding of its nearby community and build a strong, mutually beneficial relationship with the Ruiru residents. It focused on assessing community awareness, perceptions, expectations, and needs related to the University, while also identifying local resources, opportunities, and challenges that could support collaborative growth. The results are meant to help the University develop community-oriented programs, enhance partnerships with residents, businesses, and stakeholders, and foster an entrepreneurial environment that encourages innovation, skills development, and economic progress. Additionally, the project sought to raise public awareness of the University's academic offerings and services, guide community-sensitive policies, identify outreach and social investment opportunities, and contribute to sustainable socio-economic progress aligned with the United Nations Sustainable Development Goals (SDGs), especially SDG 1 (No Poverty), SDG 8 (Decent Work and Economic Growth), SDG 11 (Sustainable Cities and Communities), and SDG 17 (Partnerships for the Goals). Overall, the study provided valuable insights to inform strategic decisions and reinforce Zetech University's role as an active partner in the community's development and well-being.
Local Cultural Heritages and Lacustrine Ecology among Fisherfolk in the Lake Victoria Basin, East Africa
Author: Dr Obura
Year Awarded: 2022
Study period: Jan-December 2022
This interdisciplinary study explored the relationship between cultural practices and environmental conservation among fisherfolk communities in the Lake Victoria Basin by examining how oral traditions, myths, and indigenous ecological knowledge influence engagement with lacustrine environmental practices. The study sought to demonstrate the value of locally situated epistemologies and eco-cultural systems in promoting sustainable environmental management and enhancing regional food security. An ethnographic research design was employed to gain an in-depth understanding of the everyday practices and experiences of fisherfolk through purposive sampling of information-rich sites and key informants. Data were collected using focus group discussions, key informant interviews, and participant observation, with the support of a community mobilizer to facilitate participant recruitment and community engagement.
Mental Health Literacy Among Teachers in Public Schools in the Central Region of Kenya.
Authors: Dr Catherine Chege, Prof. Owen
Year Awarded: 2024
Study Period: 2024-2025
The study examined the level of mental health literacy among teachers in public primary and secondary schools in Nyeri, Nyandarua, and Murang’a counties, Kenya, against the backdrop of the increasing prevalence of mental health disorders among school-aged children and adolescents. Using a mixed-methods approach that integrated phenomenological and ex post facto research designs, data were collected from 207 teachers through structured questionnaires and analyzed using descriptive statistics and thematic analysis. The findings demonstrated that teachers routinely encounter a wide spectrum of learner mental health challenges; however, their capacity to recognize, manage, and appropriately refer affected learners was constrained by inadequate mental health literacy, insufficient professional training, and limited counselling competencies. Although a proportion of schools had instituted mental health frameworks, the implementation of comprehensive mental health programmes and systematic capacity-building initiatives remained inadequate. Furthermore, the study established a statistically significant association between the social marketing mix and teachers' mental health literacy, highlighting the potential of curriculum integration, awareness creation, and institutional support mechanisms to enhance mental health promotion within educational settings. The study concludes that strengthening teachers' mental health literacy through evidence-based training, policy implementation, and sustainable school-based mental health interventions is critical for improving the early identification, referral, and management of mental health challenges among learners in Kenya.
