Faculty of Arts and Social Studies

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Research Papers

Research Papers

1

Shrewd Calculation of Membership Benefits: Negotiation of Identity in Eastleigh by Refugee Teenagers. New Media and Mass Communication. Vol. 2(7)

2

Towards improved Sustainable Sanitation in Learning Institutions; Experiences from Nakuru and Njoro, Kenya.

3

Towards improved Sustainable Sanitation in Learning Institutions; Experiences from Nakuru and Njoro, Kenya.

4

Uchanganuzi wa Mdahalo Nasaha katika Tambiko Mbadala Kanisani {Utafiti wa Shahada ya uzamifu (PhD)- unaendelea.}

5

Kamuren, J. and Bartoo, P. (2012) The Morpho-syntactic Differences among Kalenjin Dialects: An Analysis of Tugen and Pokot. Research on Humanities and Social Sciences (2) 7.

6

Kamuren, J. and Bartoo, P. (2012) The Lexical Differences among Kalenjin Dialects: An Analysis of Kipsigis, Tugen and Pokot. . Research on Humanities and Social Sciences (2) 7.

7

Bartoo, J. (2013) Social Networks and Language Variation among Somali Refugee Teenagers (upcoming)

8

Jinsi Mielekeo na Ukabila huathiri Matumizi ya Lugha Chuoni {utafiti wa Shahada ya uzamili (M.A)}

9

Engaging library and information professionals in Kenya in the devolved government system: a concept paper. In MAKTABA: The Journal of Kenya Library Association, Vol. 1, No. 2, pp.165 -173

10

Library and information science education in Kenya: an overview of the potential and challenges. In XX SCECSAL Proceedings, pp. 67 – 74

11

Information behaviour in healthcare of home-based elderly people in Nakuru District, Kenya. Doctor of Literature and Philosophy (DLit et Phil) in Information Science Thesis, University of South Africa (UNISA).

12

Exclusion from policy and its implications on access to information for the care of elderly people in Kenya. In MAKTABA: The Journal of Kenya Library Association, Vol. 1, No. 1, pp. 47 – 54

13

Mainstreaming information in Kenya’s health care policy: an option to alleviate poverty among the elderly. In Proceedings of the 10th Biennal Conference of the Association for Health Information and Libraries in Africa (AHILA), Ken-AHILA, pp. 9 – 11

14

ICMM (2011), Mining: Partnerships for Development Toolkit. International Council for Mining and Metals in collaboration with UNCTAD and World Bank Group. International Council on Mining and Metals (ICMM) London, UK. ISBN 978-0-9559983-4-8. Member of steering Group. (Contributor)

15

Wegulo.F, Wandahwa.P, Shivoga.W, Tabu.I, Muhia.N, Inoti.S (2009). Engaging communities in soil fertility management for sustainable agricultural production: case studies from Kakamega and Nakuru districts, Kenya. In Sustainable Development in Africa: Role of Higher Education. Selected papers pp.117 Association of African Universities ISBN 978-9988-589-46-6.

16

world Agroforestry Center (2006). Linking Research to Extension for Watershed Management: The Nyando Experience Ed. John Mbaria. Chapter Contributions. Technical Report No. 1 2006 ISBN 92 9059 1935 (Contributor )

17

Muhia N, Burnett C ,DeKoszmovszky J,July 2005 Creating a base for the pyramid; Community Engagement Report Nyota Settlement Nakuru District, Kenya. Cornell University Press

18

Swallow, Brent; Muhia, Njeri; Mango, Nelson; Gichimo, Rosalynn; Kabuye, Fred; Bakengesa, Siima; Waata, Fiona ,( 2003). Voices of poor livestock keepers in the Lake Victoria Basin : draft overview report for Kenya, Uganda and Tanzania, NRI Kent Monograph 08.05.01 8531 InfoAgrar library

19

World Agroforestry Center (2001). Improved land management in the Lake Victoria Basin: Annual Technical Report,July 2000 to June 2001 Brent M Swallow, Markus Walsh, Fridah Mugo, Chin Ong,Frank Place, Alex Awiti, Mwangi Hai, David Nyantika, David Ombalo, Oscar Ochieng, Lincoln Mwarasomba, Njeri Muhia, Matthew Cohen, Keith Shepherd, David Mungai, Duncan Onyango, Samuel Murĩithi, Justine Wangila, Francis Mbote, J Kiara, Arne Erikkson.

20

Muhia Njeri R. (2001). Participatory monitoring and evaluation (PM&E) training in Western Kenya. Discussion paper series Published in 2001, World Agroforestry Centre , Nairobi, Kenya (Natural Resource Problems, Priorities, and Policies Programme ) discussion paper No.2001-9 . LC Control No.:2002375790 . Library of Congress S473.K4 M84 2001

21

Muhia N, Swallow B 2001. Decision Support, Negotiation Support and Negotiation and Investment Support in the Lake Victoria Basin: Lessons from Awach /Katuk-Odeyo. ICRAF Working Papers, Nairobi

22

Muhia Njeri (2001) Participatory monitoring and evaluation (PM&E) training in Western Kenya, November 2001 .Published 2001 by World Agroforestry Centre in Nairobi, Kenya . Discussion paper series / Natural Resource Problems, Priorities, and Policies Programme ;, discussion paper 2001-9, Discussion paper series (Natural Resource Problems, Priorities, and Policies Programme) ; discussion paper 2001-9. Library of Congress S473.K4 M84

23

Muhia R. Njeri (2001) Participatory monitoring and evaluation (PM&E) training in Western Kenya. Discussion Paper series. World Agroforestry Center 2001. Indiana University Press digitized June 2010

24

Muhia R.N ,Ochola W.O. and Mwarasomba L.I. (2000) Culture, Traditions and Society: The Challenges To Natural Resource Management and Development. A report from a Socio-Cultural Study of the Lake Victoria Region : Kenya. Edited by L. Nycander, Ministry of Agriculture and Rural Development, National Soil And Water Conservation Programme.

25

Makenzi.P, Muhia N. et. al (1999),Participatory Community Planning for Child Health: Implementation Guidelines. Ed. Karabi Bhattacharyya and John Murray BASICS Publication

26

Muhia R. N (1999)Participatory Monitoring and Evaluation (PM&E) Field Tools For Practitioners. Ministry of Agriculture and Rural Development, National Soil and Water Conservation Programme, Nairobi.1999 the 21st Century

27

Kipkulei, B.C., Chepchieng, M.C., Chepchieng, M.J., & Boitt, L.M. (2012). Selected Factors Affecting Girls’ Participation in Primary School Education in Kenya. Problems of Education in the 21st Century, 48(48), 42-51

28

Charles Obiero, Rhoda Birech, Maling`a Joyce, Ng`etich Kibet and Bernhard Freyer, 2013. Performance of Jatropha (Jatropha curcas L.) under Different Soil and Climatic Conditions in Kenya. Asian Journal of Agricultural Research, 7: 43-50.

29

Charles Obiero, Rhoda Birech, Joyce Maling’a, Bernhard Freyer, Kibet Ng’etich, Jackson Lang’at 2013. Performance and challenges of biofuel cropping systems in Kenyan smallholder farming systems: A case study on castor (Ricinus communis L.), jatropha (Jatropha curcas L.) and croton (Croton megalocarpus L.) Australian Journal of Crop Science 7(7):917-922\

30

Inoti Shadrack, Rhoda Birech, Omedo Bebe, Bernhard Freyer and Kibet Ngetich 2010. Common Forest and Agroforestry Trees in Mau Catchment, Kenya: Farmer Perspectives. Egerton: Egerton University Press

31

Ngetich, K. A., Birech R J, Kyalo D, Bett K E, Freyer, B (2009). Caught between Energy Demands and Food Needs: Dilemmas of Smallholder Farmers in Njoro, Kenya. Journal of Agriculture and Rural Development in Tropics and Subtropics, 110(1): 23-28.

32

Ngetich, K. 2008. Governing Traditional Health Care Sector in Kenya: Strategies and Setbacks. In Martyn Sama and Vinh-Kim Nguyen (eds). Governing Health Systems in Africa. Dakar: Codesria, pp 25-33.

33

Ngetich, K. 2007. Indigenous Knowledge, Alternative Medicine and Intellectual Property Rights Concerns in Kenya. In V. Veena (ed), Traditional and Indigenous Knowledge: Intellectual Property Perspective. Hyderabad: Icfai Press, pp 183-198.

34

Ngetich, K. 2007. Resilience in the Face of Urbanization: Why People Consult Traditional Health Practitioners in Nairobi City, Kenya. MARIFA: A Journal of Humanities and Social Sciences, Vol. 2, No 1: 238-256

35

Ngetich, K. 2001. Harnessing Computer Mediated Communication Technologies in the Unification of Africa: Constraints and Potentials. In Eddy Maloka and Elizabeth Beth Le Roux (eds), Africa in the Millennium: Challenges and Prospects. Pretoria: Africa Institute, pp 77-85, 2001

Research Projects

Research Projects.

1

“Integration of fish nutrition concepts with natural pond productivity for the development of effective fish production in selected areas of the Central Rift Valley in Kenya”. Funded by Laikipia University, Kenya 2007-9

2

“Integrating BOMOSA cage Fish Farming system in reservoirs ponds and temporary Water Bodies in Eastern Africa”. Funding by European Commission under the 6th Framework: leading Economic and Financial Viability Assessment component, in the Project Egerton University 2008-9

3

“Developing A Strategy For Sustainable Income Generation From A Valuable Medicinal Plant, Prunus Africana, In Rombo, Tanzania And Taveta, East Africa: ” Funded by African Academy of Sciences and AFORNET 2008-9

4

“Empowering Local Communities For Sustainable Agricultural Production: Case Studies From Nakuru And Kakamega Districts”: funded by Commission For Higher Education 2004-9

5

“Sustainable Management of Rural Watersheds: Biophysical, Livestock and Human Interactions in the River Njoro Watershed (SUMAWA)” GL-CRSP/USAID funded. 2003

6

“Voices of The Poor Livestock Keepers in the Lake Victoria Basin: Kenya, Uganda and Tanzania”. GL-CRSP and ICRAF 2002

7

“Socio-cultural factors affecting the adoption of Natural resource management initiatives in Katuk/Odeyo” , Nyando District, Kenya. Funded by DfID/ICRAF/RELMA 1999-2002

8

“Development of a toolkit for Participatory Monitoring and Evaluation with a gender and development perspective for CARE Tanzania” funded by CARE 1999-2000

9

“Policy Analysis for Participatory Poverty Alleviation” (PAPPA) Project, Egerton University. A Project Funded by the Ford Foundation. 1990

10

“Women groups in Small Farming Systems development Project, Kwale and Nakuru Districts.” Funded by UNDP, Kenya Chepchieng Influence of Indigenous Education on Health in Baringo County. History of girls Education in Baringo District.

11

Smallholder Farmer Strategies to cope with Climate Change (SMACC). Sponsored by ERA ARD (Co-researcher)2010-2013

12

Soil fertility and soil health: Critical factors in improving livelihoods and productivity in small-scale potato based farming systems in Ethiopia and Uganda. Federal Ministry of Finance (BMF) of the Republic of Austria Austrian Development Agency (ADA) (Co-researcher) 2009-2011

13

Prospects for Sustainable Biofuel Production in Developing Countries: A Case Study of Kenya, East Africa funded by European Union through The Agricultural Research for Development (ARD) and Dimension of the European Research Area (ERA/ARD), (200, 000 euro) (Co-researcher) 2008-2010

14

Trends in Livestock Production Systems and their Impacts on Environment and Livelihoods in Lake Victoria Basin funded by Vicres (USD 150,000) (Co-researcher) 2007-2008

15

Gender Differences in Adoption and Utilization of Internet in Kenyan Universities: A Case Study of Egerton and Kabarak Universities funded by Egerton University (Ksh 150,000) Co research (PI) 2005-2009

16

Organic Agriculture with Trees in Mau Catchment, Kenya Funded by ICRAF and Austrian Government (Co-researcher)
 

About Us

Vision and Mission of the SchoolThe vision of the school is to be an exquisite centre of academic excellence in the promotion, capacity building, research and consultancy in economics for both local and international arena. The mission of the School is to undertake and provide teaching, research, economic policy analysis and consultancy services that are responsive not only to the professional needs of local, regional and international institutions, but also to those of the local community. Brief History of the SchoolThe School was established in 1998 from the then Department of Economics that was housed in the School of Humanity and Social Sciences. Formation of a School of Economics was to give the economics discipline at Kenyatta University a chance to evolve and increase its research activities in order for the School to contribute its fair share to knowledge augmentation in Economics. The School has the autonomy to develop specialized Degree Programmes that are market driven so as to attract more students who currently go abroad in search of specialized economics courses such as Bachelor of Economics and Statistics; Bachelor of Economics and Finance; Master of Economics in such specialized areas as Health Economics, Financial Economics, Environmental Economics, just to mention but a few. Moreover, the for a very long time, the students of economics have been clamouring for an award of the “Degree of Economics” as distinct from the general Bachelor of Arts degree. Furthermore, there exists great demand by both the public and private sectors for graduates with degrees in specialized fields of Economics. This is evidenced by the large number of students with degrees in Economics, who have in the recent past been employed by financial institutions and the Public Service Commission. We are therefore responding to a market need.The Kenyan Government has set 2030 as the year Kenya should have achieved the Newly Industrialized Country’s status. This implies that the School of Economics needed to redefine its academic and research agendas so as to remain relevant in an evolving economy and immensely contribute towards the much needed human capital and policy oriented research designed for the achievement of greater socio-economic aspirations of the country. The main objectives of the School are therefore to: provide training focusing on economic theory, econometrics and applied economics; undertake both academic and policy driven research; provide consultancy services in such core areas as Project Planning, Monitoring and Evaluation, Econometrics and Applied Economics; promote Community Service Programmes in Applied Economics and related programmes and promote co-operation and linkages between its core Departments on the one hand and the local, regional and international organizations and institutions on the other. The School has shown tremendous growth in terms of student population in all the programmes.The school has a total of 27 academic staff members. At the inception, there were only 4 holders of doctorate degree ineconomics and this number now stands at 17 Ph.D holders. The non-Ph.D holders are 10 and all of them have enrolled into the doctoral degree programme.

About Us

Dr. Phylis Bartoo, PhD
Dean, Faculty of Arts and Social Sciences
Senior Lecturer, Department of Literature, Languages and Linguistics.
Egerton University
P. O. Box 536, 20115 Egerton, Kenya
Mobile: +254 721768153
Email: pbartoo@egerton.ac.ke or phylisbartoo@yahoo.com
 
 
The Faculty of Arts and Social Science (FASS) is headed by a Dean who is the administrative and academic head. The current Dean for the Faculty of Arts and Social Science is Dr. Phylis Bartoo, PhD.
There are four Departments in the Faculty headed by Chairperson:
· Department of Economics
· Department of Literature, Languages,and Linguistics;
· Department of Peace Security and Social Studies
· Department of Philosophy, History and Religion.

For further Information Contact:
The Dean Faculty of Arts and Social Science Egerton University P.O. Box 536 20115 Egerton Tel: 051-2217839 Email: fass@egerton.ac.ke
 
 

Faculty Committees

 
STANDING COMMITTEES
i) Faculty Management

  1. All CODs’
  2. Prof. Kitetu - Senate Rep.
  3. Dr. F. Chai - Rep. Library
  4. Dr. B.K. Onyancha - Rep. BUGS
  5. Dr. S. Kiprop - Rep. Graduate School
  6. Dr. R. Matheka - Rep Quality Assurance

ii) Research and Seminars Committee

  1. Prof R. Matheka - Chairman
  2. Prof E. Ilieva
  3. Prof. C Kitetu
  4. Dr. B.K. Onyancha
  5. Dr. E. Chelule
  6. Dr. A Kario

iii) Board of Postgraduate Committee

  1. Dr. S. Kiprop - Chairman
  2. Dr. F. Chai
  3. Dr. D. Kweya
  4. Dr. E.K. Bor
  5. J.O Ayemba

iv) Board of Quality Assurance Committee

  1. Dr. R. Matheka - Chairman
  2. Dr. Jane Karari
  3. Mrs B. Onsarigo
  4. Ms.Josephine Njoroge
  5. Mr. J.K Chemeron

Staff Deans’ Office

  1. Mr. D.O. Mangwa
  2. Mr. Yegon
  3. Mrs. Lucy Sogomo
  4. Mrs. Keziah Kaloki
  5. Mrs. Mary Maina
  6. Mr. Daniel Ruto
  7. Mr. Peter Ongaki
  8. Mr. Brian Toroitich
  9. Mrs. Janet Achachi

 

Faculty of Arts and Social Studies Programmes

Bachelor Of Laws

RationaleThe School of Law at Egerton University aims at training students to be legal experts and key players in the promotion of academic achievement and excellence in practice to meet the local and international challenges. As a head-start, it has collaborated with Minnesota School of Law (USA) in various aspects for benchmarking.Society is dynamic and new issues emerge that require urgent response. There is therefore high demand for specialized and internationally responsive Legal Education. However, current law programs offered by various legal training institutions do not address these issues sufficiently. Thus the establishment of the School of Law at Egerton University is a response to a felt need. This need covers the emerging trends in various aspects of life. Following a needs assessment exercise that involved the input of various stakeholders the following key areas were identified: inadequacy in research training; lack of training in legislative drafting, law reform, and election law. They further pointed out the insensitivity of the law to the issue of planning in regard to environmental issues i.e. waste management, pollution, poor land use planning, environmental degradation caused by an increase in population among others.Emerging issues such as influx and status of refugees, piracy, corruption, money laundering, privacy and freedom of information, hacking of e-mails and cable communications, renewable energy, genetic engineering, and integration of East African community were raised by the stakeholders. They also expressed the need for the training of judicial officers on various emerging trends in law, training of paralegals and law executors on various aspects of the law. This is energized further by the fact that there is a national effort to implement programs that address the Management for Renewal Growth (EMRG) (1986), The Economic Recovery Strategy for Employment and Wealth Creation (ERSWEC) (2003-2007), which underscore the application of Law as key to improved and sustainable Socio–Economic development and attainment of Vision 2030.In this regard Egerton University has developed a law program that responds to these issues. In the proposed program there are innovative courses, whose description is provided in the course content section. The highlight of this innovation has focused on practical issues such as; constitution-making, legislative drafting, law reform and social justice, corruption and economic crimes, refugees and immigration, media andinformation, logical and critical thinking, and environmental law. It is also noted that the current number of lawyers, who serve mainly in urban areas, serve a small percentage of the Kenyan population. This underscores the need to establish law programs in more institutions to meet the demand for the production of lawyers who can serve the rural population. To meet this demand, other courses in the program have been reviewed to capture the stakeholders‗ views on emerging trends which have not been sufficiently addressed by the current practice and practitioners. This is in line with the Sessional Paper no. 1 of 1986 on Economic Management for Renewed Growth. The Constitution has also created many Constitutional offices and a devolved government, which will require lawyers and therefore there is need to train more lawyers.The curriculum is tailored to enhance the research skills which are critical in all areas of legal practice and demands that students critically analyze emerging regional and international issues through the production of quality term papers. It has been designed to produce an allround lawyer through the emphasis of integration of personal and legal skills, and development to fit in any branch of legal practice.The Egerton University School of Law will continuously offer high quality and affordable legal training which will ultimately save the country the much needed foreign exchange given the fact that many students have been undertaking university education outside the country.Programmes ObjectivesThe aims and objectives of the Program are:-i) To teach students the theory and substance of law to enable them apply legal principles in a variety of contexts;ii) To develop in the students fidelity to law and legal institutions and a commitment to ethical and professional responsibility in their practice of law;iii) To train and equip lawyers with sound legal knowledge and integrity to appreciate the law and its relevance to the contemporary issues of governance; To produce law graduates of high academic standing and moral values, competent to execute legal work;iv) To encourage academic dynamism through research, publications and exchange of ideas;v) To initiate exchange programs with local and international institutions;vi) To program the clinical seminars as an opportunity for conducting practical research and sharing findings;vii) To establish a Legal Aid Clinic as an avenue for mentorship and provision of legal advice;viii) To establish a school of law Journal.Admission RequirementTo quality for admission, an applicant must satisfy the minimum entry requirements set by Egerton University. The University shall admit such applicants for the Bachelor of Laws Degree whom the Senate shall accept as being academically qualified without discrimination based on age, ethnic origin, race or physical disabilities or any other form of discrimination. Common requirements for admission into the University are:i) The minimum entry requirement shall be a mean grade of C+ (plus) with a B (plain) in English, for holders of Kenya Certificate of Secondary Education or its equivalent; and;ii) Applicants from non-English speaking countries where English is not used as the medium of instruction must include results of TOEFL or the British Examination on IELTS or an equivalent.Applicants must satisfy the minimum University entry requirements as follows:iii) A mean grade of C+ (plus) in the Kenya Certificate of Secondary Examination or its equivalent and a minimum of grade B (plain) in English Language;iv) degree in any field other than law and a minimum of C+ (plus) in the Kenya Certificate of Secondary Examination or its equivalent with a minimum of grade B (plain) in English Language;v) A higher qualification e.g. ―A‖ levels with at least 2 principal passes or its equivalent as determined by the university senate, ―IB‖, or relevant ―Diploma.Course Structure and Durationi). The courses offered for the Bachelor of Law are listed below and, unless otherwise stated, each course is one unit. Each Course shall be equivalent to 45 lecture hours or three credit factors.ii). There will be four types of courses offered:iii). University Common Coursesiv). Each student will be required to take common courses in their first and second years of study to graduate although they are offered across the University so as to help graduates integrate their profession as per market needs and to foster unity in the various disciplines in the University to facilitate a multidisciplinary approach.v). C L E Core Coursesvi). Students at the School take these mandatory courses as required by the Council of legal Education.vii). School Core Courses:Students enrolled as undergraduates at the School must take these courses before graduating.viii). Elective Courses:Students in the School are allowed to select two elective courses out of four in each semester of the third and fourth years of study.ix). Course Coding:The general University coding system is as follows:1.First year courses 1002.Second year courses 2003.Third year courses 3004.Fourth year courses 400x). During the first and second years of study, students shall take a total of Sixteen (16) courses in each year, inclusive of common core courses plus the Judicial Attachment Program, at the end of second year.Examination RegulationsAll examinations for this programme will be conducted in accordance with Egerton University statute No XXVIII.
Grading systemThe grading of examination for this programmes shall be conducted in accordance with Egerton University Statutes No XXVIII.Graduation RequirementsTo graduate a student shall be required to take and pass ALL scheduled courses within the stipulated period.Degree ClassificationDegree Classification shall be in accordance with Egerton University Statutes No XXVIII.

Mission

The Faculty's unfolding vision is to produce generation upon generation of learned men and women whose integration into the society and professional contribution to it, together with that of the Faculty academic staff, lead to the evolvement of a modern nation highly respected for its achievements by the international community.
The Faculty, through its Departments, strives to impart to its students comprehensive knowledge in the respective disciplines. Owing to the fundamental status of the humanities and social sciences in the broad spectrum of scholarship, students develop as deeply-rooted intellectuals. A balanced exposure to both theoretical and practical aspects of study allows for both an engagement in pure academic thought, as well as an efficacious application of the acquired knowledge and skills to the performance of socially relevant tasks. Through active promotion of interdepartmental and interdisciplinary study, the Faculty aims to produce all-rounded individuals who will fit well in the wide world of work both within Kenya and beyond.
Postgraduate students are called upon to undertake research within a certain discipline or across departmental and disciplinary boundaries and thus generate new knowledge, relevant to the various needs of the society. At the fore-front of these research endeavours are the academicians.
Staff members engage in research intended to have a significant impact on national development, particularly in the areas of cultural and social life. They also offer community service.
Enrty RequirementsCandidates wishing to pursue a diploma programme, a Bachelors, Masters or Doctor of Philosophy degree programmes, must meet the general University requirements set out in the Egerton University Statutes. In addition to these, they must fulfill specific requirements as may be stipulated by respective Departments with respect to the field of study.
Those applying for certificate courses must have the Kenya Certificate of Secondary Education (KCSE) or higher qualifications.
All undergraduate programmes in FASS are available to both the students selected by the Joint Admissions Board (JAB) and the self-sponsored ones.
Bridging CoursesThe Faculty offers bridging courses in English (English Language and Literature) and Kiswahili in order to enhance the chances of students not admitted through JAB to get into various self-sponsored degree and diploma programmes by upgrading their KCSE results.
 

Faculty of Arts and Social Sciences

Karibu (welcome) to the Faculty of Arts and Social Sciences popularly known by its acronym FASS. The faculty offers over thirty certificate, diploma and degree programmes. The programmes are designed meet local and global challenges and well support the realization of vision 2030.  Among recent masters degree programmes introduced are Master of Arts in Criminology and Criminal Justice and Master of Arts in Security Management. The programmes are run by more than fifty highly qualified and experienced academic staff. The Faculty comprises of four departments namely: Department of Economics; Department of Languages, Literature and Linguistics; Department of Peace Security and Social Studies and; Department of Philosophy, History and Religion. Course taught in these departments cover diverse disciplines such as Anthropology, Community Development, Criminology, Economics, History, Literature, Linguistics, Kiswahili (language/lugha), Kiswahili (Fasihi), Philosophy, Sociology, Statistics and Religious Studies. All the departments are housed in a modern building equipped with language laboratories, computer facilities, and lecture theatres/classrooms. Career opportunities open for graduates of the faculty include teaching, banking, management, crime and security management, policing, law, accounts, statistics, community development etc. MissionThe Faculty’s mission is to produce graduates whose integration and professional contribution to society promotes the advancement of humanity.

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