stdClass Object
(
    [id] => 15159
    [paper_index] => 202502-06-020328
    [title] => TRENDS IN B.ED (ODL) ENROLMENT: A STUDY OF KENYAN UNIVERSITIES (2006-2010)
    [description] => 
    [author] => Kipkosgei A. Kibet
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => February
    [volume] => 12
    [issue] => 2
    [file] => fm/jpanel/upload/2025/February/202502-06-020328.pdf
    [abstract] => The demand for trained teachers continues to grow globally, prompting the need for flexible, accessible teacher education models. This study examines enrolment trends in Bachelor of Education (B.Ed) Open and Distance Learning (ODL) programs in selected Kenyan universities from 2006 to 2010, analyzing factors influencing enrolment, completion rates, and institutional challenges. Using a descriptive survey design, the study collected data from four public universities Masinde Muliro University, Egerton University, the University of Nairobi (Kikuyu Campus), and Kenyatta University. A sample of 228 respondents, including students, lecturers, and administrators, provided insights into ODL enrolment patterns. Findings revealed steady but lower enrolment in B.Ed (ODL) compared to regular B.Ed programs, with annual growth influenced by factors such as financial constraints, institutional infrastructure, and student support services. Between 2006 and 2010, Kenyatta University recorded the highest enrolment (42.5%), followed by the University of Nairobi (22.5%), Egerton University (22.5%), and Masinde Muliro University (15%). Although enrolment increased by 25.93% over the study period, challenges such as limited ICT resources, inadequate student support, and gender disparity persisted. More male students enrolled in ODL programs, citing flexibility, affordability, and better access to learning resources as key motivators. The study concludes that expanding ICT infrastructure, improving instructional resources, and enhancing student support services could significantly boost ODL enrolment and retention. The affordability of ODL programs presents a cost-effective alternative for teacher education in Kenya. The study recommends policy interventions to strengthen ODL delivery, ensuring broader access to quality teacher training.
    [keywords] => Open and Distance Learning, B.Ed Enrolment Trends, Teacher Education, Kenya, Higher Education Policy
    [doj] => 2025-02-25
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 6
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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