Stakeholder Engagement On Upscaling Of Digital Literacy Programmes In Public Primary Schools In Elgeyo Marakwet County, Kenya
DOI:
https://doi.org/10.32350/uer.91.04Keywords:
digital literacy programme (DLP), competency-based curriculum (CBC), institutional management strategies, stakeholder engagement, primary educationAbstract
The study looked at how stakeholder involvement affects the upscaling of Digital Literacy Programmes (DLPs) in public primary schools in Elgeyo Marakwet County, Kenya. The use of the Competency Based Curriculum (CBC) and the introduction of digital technology in Primary education has set a new direction on learning in Kenya. The article is based on the theories of Administrative Management Theory (Fayol, 1916) and the Technology Acceptance Model (TAM) (Davis, 1989). The study used a concurrent triangulation mixed method design. The accessible population consisted of 120,929 people representing 345 public primary schools and these were the Board of Management (BOM) Chairpersons, Head Teachers, teachers, learners and Quality Assurance and Standards Officers (QASOs) in Elgeyo Marakwet County. A sample of 384 learners (Grades 6, 7 and 8), 307 teachers, 28 BOM Chairpersons and 28 head teachers were selected using the Yamane's (1967) formula. Purposive sampling was used to obtain all four QASOs. BOM Chairpersons, head teachers and QASOs were administered semi structured interview guides and teachers and learners were administered structured questionnaires. Thematic analysis was used to analyse the qualitative data, and the quantitative data were analysed with descriptive statistics and inferential statistics (Pearson correlation and hierarchical multiple regression) using SPSS Version 23. The results showed that although the DLP policy and financing has improved, there are still challenges in teacher ICT acceptance and learner access to digital devices. The results showed that the upscaling outcomes of DLP were statistically positive and significant positively predicted by stakeholder engagement (β = 0.125, p < 0.05, R² = 0.765). The findings offer the relevant evidence base for MIM to take necessary actions to overcome implementation gaps and enhance the governance of digital literacy.
Downloads
References
Abas, M. K. M., Yahaya, R. A., & Din, M. S. F. (2019). Digital Literacy and its Relationship with Employee Performance in the 4IR. Journal of International Business, Economics and Entrepreneurship, 4(2), 29-29.
Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning, 18(2), 162-174.
Adshead, D., Fuldauer, L. I., & Hall, J. W. (2019). Delivering on the Sustainable Development Goals through long-term infrastructure planning. Global Environmental Change, 59, 101975.
Ansu-Mensah, P., Awuah, L. S., & Amoako, K. O. (2021). Corporate social responsibility and stakeholder engagement in Ghana’s mining sector: a case study of Newmont Ahafo mines. International Journal of Corporate Social Responsibility, 6, 1-22.
Arnstein, S. R. (2019). A ladder of citizen participation. Journal of the American planning association, 85(1), 24-34.
Bejaković, P., & Mrnjavac, Ž. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921-932.
Bergson-Shilcock, A. (2020). The New Landscape of Digital Literacy: How Workers' Uneven Digital Skills Affect Economic Mobility and Business Competitiveness, and What Policymakers Can Do about It. National Skills Coalition.
Brunetti, F., Pedrini, G., & Orzes, G. (2020). Digital transformation challenges: strategies emerging from a multi-stakeholder approach. The TQM Journal, 32(4), 697-724.
Cetindamar Kozanoglu, D., & Abedin, B. (2021). Understanding the role of employees in digital transformation: conceptualization of digital literacy of employees as a multi-dimensional organizational affordance. Journal of Enterprise Information Management, 34(6), 1649-1672.
Dauda, A., & Olawale, B. (2020). Integration of educational technology in accounting education: evidence from selected tertiary institutions in North West region of Nigeria. International Journal of Scientific Research and Engineering Development, (3)/2, 191-198.
De Vera, J. L., Bello, A., & De Vera, M. G. (2021). Teachers' competencies in educational technology integration on instructional methodologies in the new normal. Lukad: An Online Journal of Pedagogy, 1(1), 61-80.
Dhurumraj, T., Ramaila, S., Raban, F., & Ashruf, A. (2020). Broadening Educational Pathways to STEM Education through Online Teaching and Learning during COVID-19: Teachers' Perspectives. Journal of Baltic Science Education, 19(n6A), 1055-1067.
Dlamini, R., & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using ICT, 14(2).
Eskerod, P. (2020). A stakeholder perspective: Origins and core concepts. In Oxford Research Encyclopedia of Business and Management.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of teaching in travel & tourism, 20(2), 156-165.
Mitchell, R. K., & Lee, J. H. (2019). Stakeholder identification and its importance in the value creating system of stakeholder work. The Cambridge handbook of stakeholder theory, 1, 53-73.
Nascimbeni, F., & Vosloo, S. (2019). Digital literacy for children: Exploring definitions and frameworks. Scoping Paper, 1.
Ochieng, M. (2024). Enhancing Digital Transformation Success in Education through Effective Stakeholder Engagement Strategies (Doctoral dissertation, Walden University).
Omboto, C. M., Kanga, A., & Njageh, A. R. K. (2022). Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya. European Journal of Education, 5(2), 51-66.
Quaicoe, J. S., & Pata, K. (2020). Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana. Education and Information Technologies, 25, 4077-4095.
Raha, A., Hajdini, I., & Windsperger, J. (2021). A multilateral stakeholder salience approach: An extension of the stakeholder identification and salience framework. Industrial Marketing Management, 97, 1-9.
Raha, A., Hajdini, I., & Windsperger, J. (2021). A multilateral stakeholder salience approach: An extension of the stakeholder identification and salience framework. Industrial Marketing Management, 97, 1-9.
Salim, C. I., & Onjure, C. O. (2020). Influence of ICT Integration on Performance of Digital Literacy Project in the Public Primary Schools in Nakuru County, Kenya. The International Journal of Business & Management.
Statti, A., & Torres, K. M. (2020). Digital literacy: The need for technology integration and its impact on learning and engagement in community school environments. Peabody Journal of Education, 95(1), 90-100.
Viglia, G., Pera, R., & Bigné, E. (2019). The determinants of stakeholder engagement in digital platforms. Journal of Business Research, 89, 404-410.
Wambua, E., Kisirkoi, F., & Maithya, P. (2023). School Administrators’ Support for Teachers’ Training and Maintenance of Digital Literacy Devices, in the Implementation of Digital Literacy Programme in Public Primary Schools in Kitui County-Kenya. Journal of Education and Practice, 7(6), 46-75.
Watson, R., Smart, P., & Macdonald, E. K. (2018). Harnessing difference: a capability‐based framework for stakeholder engagement in environmental innovation. Journal of Product Innovation Management, 35(2), 254-279.
Wittmann, G. E., & Olivier, J. (2021). Blended learning as an approach to foster self-directed learning in teacher professional development programmes. The Independent Journal of Teaching and Learning, 16(2), 71-84.
Yurtseven Avci, Z., O'Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177.
Zhang, J. (2023). EFL teachers’ digital literacy: the role of contextual factors in their literacy development. Frontiers in psychology, 14, 115-333
Zhou, F., & Wu, Y. J. (2018). How humble leadership fosters employee innovation behavior: A two-way perspective on the leader-employee interaction. Leadership & Organization Development Journal, 39(3), 375-387.
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Teaching and Teacher Education, 109, 103544.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
