Research Studies and Reports

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A Simple Guide (Handbook) to On-Farm Tree Nurseries in Asals Kitui District
(Kenya Forestry Research Institute, 1993-10) Ongw'eya, C.N.; Yamauchi, K.
A Manual for Tree Nursery Management
(Kenya Forestry Research Institute, 2000) Kimondo, James; Kioko, Joseph
This nursery manual was written to guide the development and management of both public and private tree nurseries. The manual provides practical guidelines for nursery workers, extensionists and farmers. We are confident that it will be a useful reference material for those who have past practical knowledge of raising tree seedlings.
Facts on Growing and Use of Eucalyptus in Kenya
(Kenya Forestry Research Institute, 2010-09) Oballa, P.O.; Konuche, P.K.; Muchiri, M.N.; Kigomo, B.N.
Eucalypts are the most widely cultivated forest trees in the world. The genus Eucalyptus comprises more than 900 species and various hybrids and varieties. Most eucalypts occur naturally in Australia. In Kenya, eucalypts were introduced in 1902 to provide fuelwood for the Kenya-Uganda railway. Currently, eucalypts are used for fuelwood, timber, plywood, transmission poles, pulp, building materials, fencing posts, windbreaks and ornamentals. Eucalypts are grown in most ecological zones in Kenya and on a variety of soils, including infertile sands and heavy clays. The total area under eucalypts in Kenya is about 100,000 ha distributed in gazetted forests and land owned by large private companies, small-scale farmers and local authorities. The area under Eucalyptus is likely to increase as a result of the high demand for transmission poles to cater for the ongoing expansion in rural electrification and for construction, fuelwood, carbon sequestration and mitigation of the effects of climate change. A ready market for Eucalyptus products has motivated farmers to grow the species to improve their livelihoods through increased income. However, the extensive growth of eucalypts has generated controversy on high water use by the species and negative effects on soil fertility and biodiversity. Concerns have also been expressed about the adverse effects of growing eucalypts near water sources because of the observed drying of streams, rivers and springs. Nevertheless, farmers continue to grow Eucalyptus because of its fast growth and good economic returns. To address these concerns, the government has recently provided guidelines on growing Eucalyptus trees and is presently working on a policy to guide the growth of the species in Kenya. As a third government effort, this booklet presents important facts on the growing and use of Eucalyptus in Kenya. The booklet will contribute to the effective growth of Eucalyptus with minimum adverse effects on the environment, leading to increased forest cover, carbon storage and renewable energy, improved livelihood and creating wealth for the citizens.
Economic Analysis of Forest Landscape Restoration Options in Kenya
(Kenya Forestry Research Institute, 2016) Cheboiwo, Joshua; Langat, David; Muga, Meshack; Kiprop, Jonah
Forest and land degradation is a serious global problem worldwide, particularly in developing countries experiencing high population growth and unemployment rates. It is estimated that at global level between 1 billion to over 6 billion ha of the forest landscapes are degraded. The main cause of degradation is through conversions of forests to alternative land uses that has impacted negatively on productivity and diminished the flow of products and services for human well-being. Forest landscape restoration received global endorsement for collective actions to restore health and vitality of degraded landscapes. The decision was informed by the fact that continued environmental degradation will have long term impacts on the overall human wellbeing hence the need to undertake some initiatives to address and minimize the impacts. Through the Bonn Challenge the global community has pledged to restore 150 million hectares of the world’s deforested and degraded land by 2020, and 350 million hectares by 2030 (www.bonnchallenge.org/content/challenge). Underlying the Bonn Challenge is the Forest and Landscape Restoration (FLR) approach, which aims to restore ecological integrity and improve human well-being through multifunctional landscapes. The Bonn Challenge is a practical method of realizing many existing international commitments, including the CBD Aichi Target 15, the UNFCCC REDD+ goal, and the Rio+20 land degradation neutrality goal. As part of its contribution to the global effort to mitigate climate change, the Africa Continent through AFRA A100 pledged 100 million hectares. Kenyan government has pledged to restoration and reforestation of 5.1 million hectares by 2030 as part of its commitment to global Forest Landscape restoration. However, forest restoration involves investments whereas the costs and benefits of undertaking such massive project are yet to be defined in monetary terms. However, forest restoration involves investments and the costs and benefits of massive planned landscape restorations are yet to be defined in monetary terms. Therefore, access on likely costs and benefits of restoration efforts is crucial to inform all stakeholders on the best bet for achieving restoration goals. To address the data and information gaps, it is critical to quantify the likely benefits and costs of various interventions over wide range of landscapes. Economic analysis will help justify and support resource mobilization for the national forest landscape restoration targets. In addition, the analysis will quantify and identify the best options for achieving both short and long term benefits to landowners and stakeholders at national, regional and global levels. To contribute to Kenya government commitments to the Bonn Challenge and to actualize the national restoration strategy, economic analysis of restoration options was mooted to provide a comprehensive report.
African Makers Against COVID-19: Exploring Open Source Responses to a Global Crisis
(2020-08-05) Adzaho, Gameli; Christensen, Michelle; Conradi, Florian; Bellinger, Katharina; Wirsching, Lukas; Owoyele, Rashid
The COVID-19 pandemic has become one of the most pressing global health, security, economic and political issues of 2020, and responding to this novel challenge has put significant financial, technical and logistical constraints on governments and their partners. A number of responses are being developed by grassroots makers to enable personal protection, sanitation, and medical services, using Do-It-Yourself (DIY) and Do-It-Together (DIT) approaches – demonstrating an open, rapid and bottom-up response to the crisis. Initiated by Africa Open Science & Hardware, the Berlin University of the Arts (Weizenbaum Institute), the Technische Universität Berlin (Einstein Center Digital Future), and in dialogue with the GIZ Togo and GIZ Ghana, the inaugural ‘African Makers Against COVID-19’ digital roundtable on 29 May 2020 brought together makers responding to the pandemic across the African continent to discuss approaches, opportunities and challenges. By identifying and connecting makers, researchers and development professionals, we sought to highlight: 1. the processes and mechanisms underlying making in response to COVID-19 2. how devices and technologies are implemented at health facilities and in communities 3. opportunities and challenges influencing further development and scale-up of innovations 4. interventions that could enable sustainability of grassroots African initiatives against COVID-19
Visualising Multi-Sensor Predictions from a Rice Disease Classifier
(2022-12-03) Muhia, Brian
The Microsoft Rice Disease Classification Challenge introduced a dataset comprising RGB and RGNiR (RG-Near-infra-Red) images. This second image type increased the difficulty of the challenge such that all of the winning models worked with RGB only. In this challenge we applied a res2next50 encoder that was first pre-trained with self-supervised learning through the SwAV algorithm, to represent each RGB and their corresponding RGNIR images with the same weights. The encoder was then fine-tuned and self-distilled to classify the images which produced a public test set score of 0.228678639, and a private score of 0.183386940. K-fold cross-validation was not used for this challenge result. To better understand the impact of self-supervised pre-training on the problem of classifying each image type, we apply t-distributed Stochastic Neighbour Embedding (t-SNE) on the logits (predictions before applying softmax). We show how this method graphically provides some of the value of a confusion matrix, by locating some incorrect predictions. We then render the visualisation by overlaying the raw images in each data point, and note that to this model, the RGNIR images do not appear to be inherently more difficult to categorise. We make no comparisons through sweeps, RGB-only models or RGNIR-only models. This is left to future work.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. Teachers at the core: Was the programme useful, feasible and easy to implement?
(Wordworks, 2023) Visser, Monique; Oakhill, Jane; Cain, Kate; O'Carroll, Shelley; de Wet, Katherine
This is the second in a series of five research briefs that explore the impact of Little Stars, a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief focuses on the effectiveness of the training and the teachers’ feedback on their learning and implementation.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. Little Stars in the classroom: Did teaching practices change?
(Wordworks, 2023) O'Carroll, Shelley; Visser, Monique; Oakhill, Jane; Cain, Kate; de Wet, Katherine
This is the third in a series of five research briefs that explore the impact of Little Stars, story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief focuses on whether resource-based teacher training led to take-up of the programme as intended, and the extent to which teaching practices changed through implementing the programme. We used Kirkpatrick’s model1 and focused on Level 3 (behavioural changes) to explore how teachers were using the programme and how the training translated into actual classroom practice.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds.
(Wordworks, 2023) O'Carroll, Shelley; Oakhill, Jane; Cain, Kate; Klop, Daleen; Visser, Monique
This is the first in a series of five research briefs that explore the impact of Little Stars, a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief focuses on key elements of the programme, and on the design of a study to explore how effective it is. Early Childhood Development (ECD) teachers have a critical role to play in providing language- and print-rich learning experiences for young children. There is a need for evidence-based, contextually relevant teacher development programmes and resources that support quality language teaching. The Little Stars programme was carefully designed to meet the specific needs, characteristics and circumstances of early childhood education in low-resource contexts in South Africa.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. A description of the Afrikaans children in the study sample.
(Wordworks, 2023) Cain, Kate; O'Carroll, Shelley; Oakhill, Jane; Klop, Daleen; Smith, Annelien
This is the fourth in a series of five research briefs that explore the impact of Little Stars, a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief describes the Afrikaans children in the study, their home learning environment and their early development across different developmental domains.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds: A description of the isiXhosa children in the study sample. Wordworks: Cape Town.
(Wordworks, 2023) Cain, Kate; O'Carroll, Shelley; Oakhill, Jane; Klop, Daleen; Smith, Annelien
This is the fourth in a series of five research briefs that explore the impact of Little Stars, a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief describes the isiXhosa children in the study, their home learning environment and their early development across different developmental domains.
Emerging Digital Technologies Ecosystems in Kenya and South Africa: States of Maturity 2023
(University of Nairobi and University of Johannesburg, 2023-09) Ogot, Madara; Hanlin, Rebecca; Muthee, Margaret; Mlilo, Wandile; Njunguna, Samuel
Data generation is growing exponentially, driven by the rapid increase in devices such as mobile phones, computers, sensors, etc., connected to the Internet and thus to databases. The new data sources and technologies (e.g. machine learning algorithms) "can identify patterns in observed data, build explanatory models, and make predictions quicker and with more accuracy than humans". Emerging digital technologies (EDT) and X-Data-based applications, for example, have been used to develop mitigation measures against Malaria, Zika, and Dengue Fever in India, identify lower-priced generic drugs in South Africa (SA) and tackle flooding in Indonesia. However, these algorithms are mainly created in developed countries and often lack transparency arising from intellectual property rights, thus hindering the realisation of the enormous potential EDT/X- Data-based applications have in addressing socio-economic challenges faced by developing countries, where data literacy levels are also often insufficient to leverage on data-driven approaches fully. In addition, where applications do exist, they are often not broadly accessible, especially for vulnerable and marginalised groups and persons with disabilities in areas with slow internet connections. This study unpacks the generic term "big data" into four overlapping categories of data: big data, open data, user-generated data and real-time data, and collectively refers to them as "X-Data". Reaping the full benefits of X-Data requires the development of supportive systems, including more approaches to collect, aggregate, analyse, and visualise data, as well as building the capacity of communities involved in data generation, governance, and usage. Such systems are often limited or absent in developing countries, thus creating new digital divides between developing and developed countries. Whereas the access to technology gap is narrowing, gaps in social integration and the impact of technology are increasing. Further, barriers persist in the use and uptake of X-Data by decision-makers, including competing data sources, quality of data, limited awareness of data existence, and inadequate transformation of data into useful information or tailoring it to match decision-makers needs. EDTs are often used together and include artificial intelligence (AI), blockchain, Geographic Information Systems (GIS), Internet of Things (IoT), and big data analytics. AI includes systems, techniques and methods that incorporate human-level intelligence at much faster speeds, for example, data mining (including artificial neural networks, Bayesian networks and support vector machines), machine learning, natural language processing, computer vision, and expert systems. Collectively, they provide enhanced data analytics, better decision-making, and improved predictive analysis. Kenya and South Africa have for the past few years ranked high in Sub-Saharan Africa (Kenya: 4/41 in 2020 and 3/41 in 2021 and 2022; and South Africa: 2/41 in 2020, 2021 and 2022) and reasonably well globally (Kenya: 71/172 in 2020, 78/160 in 2021 and 90/181 2022; and South Africa: 58/172 in 2020, 68/160 in 2021 and 68/181 in 2022) on the Government AI Readiness Index. The index evaluates how ready a government is to implement AI in delivering public services. However, the Sub-Saharan African countries have the lowest average scores on households with internet access and the cost of the cheapest internet-enabled device relative to Gross Domestic Product (GDP) per capita. The definition of GIS is a computer system for capturing, storing, checking, and displaying data related to positions on Earth's surface. GIS can show different data types on one map, such as streets, buildings, and vegetation, enabling easier visualisation, analysis, and understanding of patterns and relationships. The hardware and software systems incorporate many data types, including cartographic, photographic and digital data. Big data combines structured, semi-structured and unstructured data collected by organisations. Big data analytics mines this data for information for machine learning projects, predictive modelling, and other advanced analytic applications to create value. Characteristics include great variety, high volume and the need for faster processing times. Blockchains are decentralised databases that permanently, without third parties, record user transactions. The transactions are cryptographically chained (thus cannot be altered) and shared with the linked users. A definition of IoT is a network of things embedded with sensors, software, and other technologies. They connect and exchange data with other devices and systems through the Internet. Using low-cost computing, the internet cloud, big data analytics and mobile technologies, physical objects (ranging from everyday household appliances to complex industrial applications) can share and collect data with minimal human intervention. This study took a deep dive into and assessed the maturity level of the EDT ecosystems in Kenya and South Africa, focussing on their applications in the context of X-Data. It builds upon the United Kingdom (UK), Foreign Commonwealth Development Organization (FCDO) – Funded project, Emerging technologies in Kenya and South Africa - A Landscape Analysis.
Design And Construction Of Anaerobic Digester For Biogas Production.
(2023-10-27) CHIGOZIE, ACHEBE; UCHENNA, UCHECHUKWU CLINTON
Biogas production from waste could be one better way addressing the issues of waste management and energy problem in Nigeria. Biogas produced through the proper waste management in an anaerobic digestion has a huge potential to be an alternative source of energy to fossil fuel. In this project, a 200 liter capacity batch sheet metal biogas plant operated at mesospheric temperature under 40 day hydraulic retention time, Fabricated at Mechanical engineering Fabrication center, Federal Polytechnic Nekede, Owerri, Imo State was used for biogas production of from agricultural waste (pig dung, cow dung, poultry dropping) and kitchen waste. 21.25kg of each waste was mixed with water of same weight at a ratio of 1:1 and charged. The pressure of the slurry was monitored for a certain period of time. The sample gags production was passed through the gas chromatography to determine the percentage composition (mol% dry basis) of the biogas content. The result of biogas before refining were 58.10 mol% dry CH4, 35.9mol% dry CO2 and 0.99 mol% dry H2S, which conformed with literature values of 50-70% mol dry CH4, 30-40% mol dry CO2 and 0-3% mol dry H2S 58.15% mol dry N2, 0.02% mol dry O2, 0.05% mol dry NH3, 0.47% mol dry H2.
Challenges Facing The Use Of ICT In Teaching Computer Studies In Public Secondary Schools In Awka South L.G.A.
(2023-12-08) Davidson, Chukwunedum; Ezeh, Gaius Chuks
This study was conducted to examine the challenges facing the use of ICT in teaching computer studies in public secondary schools in Awka South Local Government Area. The study was guided by two research questions. The study adopted a descriptive survey design. Population of the study comprises 1,533 public senior secondary two students (SS2) and 43 teachers from the 18 public secondary schools in Awka South L.G.A. Through simple random sampling, 180 students and 20 teachers were selected as sample size for this study. Instrument for data collection was a 24-item structured questionnaire validated by two experts. The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient value of 0.76. The data analyses using mean scores. The findings revealed that the challenges facing the use of ICT in teaching computer studies in public secondary schools in Awka South L.G.A include lack of internet access, inadequate electricity supply, and lack of funding by the government. It was also found that lack of technical support for the available ICT facilities and inadequate security measures to safeguard the ICT facilities are among the challenges to the use of ICT in teaching of computer studies. The findings of this study also revealed that the solutions to the challenges facing the use of ICT in teaching of computer studies in public secondary schools in Awka South Local Government Area includes proper maintenance and repairs of ICT facilities, regular in-service training for computer teachers, monitoring ICT usage in schools by the government. Based on these findings, it was recommended that the government should provide budgetary allocation for the provision of ICT facilities, the school administrators should ensure the safety of the available ICT facilities by providing adequate security measures, internet service providers should provide free internet access to schools to enable them to utilize the available ICT facilities.
Exploring the implementation of the TIME Home Learning programme and learning trajectories of 5- to 7-year-olds The TIME programme in its ecosystem: How can provincial education departments support the implementation and success of TIME?
(Wordworks, 2024) von Blottnitz, Magali
This is the second in a series of learning briefs that explore the implementation of the TIME Home Learning programme and the learning trajectories of 5- to 7-year-olds. This brief is based on interviews held in 2022 with the Western Cape Education Department’s (WCED) Head Office and district officials. It focuses on the role of provincial education departments in supporting the TIME programme and examines: - How the WCED contributed to incubating the TIME programme during the COVID-19 pandemic; - Strategic alignment between TIME and the WCED; - The role of Foundation Phase subject advisors; - Constraints and Opportunities in the WCED's support of the TIME programme; - and Implications for other provinces.
Exploring the implementation of the TIME Home Learning programme and learning trajectories of 5- to 7-year-olds The TIME programme in its ecosystem: What does it take for a school to commit to TIME?
(Wordworks, 2024) von Blottnitz, Magali
This is the third in a series of learning briefs that explore the implementation of the TIME Home Learning programme and learning trajectories of 5- to 7-year-olds. This brief is based on interviews held in 2022 with stakeholders from Western Cape schools. It focuses on schools’ commitment to TIME, a programme that is offered on a sign-up and co-payment basis. The brief unpacks the factors influencing schools’ decision to either register for the programme, or turn it down, including strategic priorities, past experiences and financial constraints. As such, the brief offers interesting insights for NGOs about opportunities and pitfalls of co-payment models.
Exploring the implementation of the TIME Home Learning programme and learning trajectories of 5- to 7-year-olds. Implementing TIME at home: Insights from caregivers
(Wordworks, 2024) von Blottnitz, Magali
This is the fourth in a series of learning briefs that explore the implementation of the TIME Home Learning programme and learning trajectories of 5- to 7-year-olds. This brief is based on interviews, home visits and observations made between February 2022 and August 2023 with participating families of children who were in Grade R in 2022 and in Grade 1 in 2023. It focuses on the home circumstances of families and their lived experiences while engaging with the TIME programme. This brief seeks to address the following questions: • How does the diversity of families and homes challenge our mental representations of “family” and “home”? • What does it take to embed the practice of TIME in the routine of the home? • What can we learn from caregivers’ experiences with TIME at home, which could help improve the frequency and the quality of families’ engagement? Reviewing the stories of a few families under a dynamic lens, the brief discusses how home circumstances such as family configurations, poverty, working hours, multilingualism, influence the levels of caregiver engagement with the TIME programme, and draws a typology of caregiver engagement.
Exploring the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. Child characteristics, and teacher, classroom and home variables that predict improvements in language and literacy.
(Wordworks, 2024) Cain, Kate; O'Carroll, Shelley; Oakhill, Jane; Klop, Daleen; Visser, Monique; Smith, Annelien; Swart, Anike
This is the fifth in a series of five research briefs that explore the impact of a story-based teacher training programme on language and early literacy in 4- and 5-year-olds. This brief explores the impact of the intervention and the extent to which child characteristics, home learning environments, and teacher and classroom variables predict improvements in children’s language, literacy and overall development.
Yizani Sifunde: Lessons from a successful multi-NGO collaboration
(Liberty Community Trust, Wordworks, Book Dash and Nal'ibali, 2024) von Blottnitz, Magali
This is the second in a series of learning briefs that explore the design, implementation and impact of Yizani Sifunde, a collaborative multi-pronged intervention designed to boost early literacy outcomes in 4- and 5-year-olds. The intervention was co-delivered by three leading South African NGOs, with two regional NGOs implementing part of the project locally. This brief focuses on: • the experience of the collaboration; and • the factors and practices that made it successful. In particular, it highlights the role played by the funder, Liberty Community Trust, the importance of clearly defined roles and collaboration modalities between project partners, and the learning mindset that helped improve the project design and adjust to unforeseen realities especially during the Covid-19 pandemic.
Yizani Sifunde: How a multi-pronged intervention strengthened teaching and learning in ECD centres
(Liberty Community Trust, Wordworks, Book Dash and Nal'ibali, 2024) von Blottnitz, Magali
This is the fourth in a series of learning briefs that explore the design, implementation and impact of Yizani Sifunde, a collaborative multi-pronged intervention designed to boost early literacy outcomes in 4- and 5-year-olds. This brief focuses on: • the changes the project made possible in early childhood development (ECD) centres, related to resources, practitioner attitudes and teaching practices, centre management, and overall ECD quality; • how durable these shifts were; and • how these shifts contributed to young children’s development. It finds that, for the participating ECD centres, the Yizani Sifunde intervention led to radically improved access to learning materials, better equipped book corners, improved confidence of practitioners with story-based literacy activities. The brief also reveals improvements in the ECD practitioners' experience of parental engagement. Areas where there was still room for improvement include emerging writing and the children's independent use of book corners remain. The brief further provides multiple sources of data revealing that the practices of the intervention have been largely sustained after project exit.

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