The School of Education, Arts and Social Sciences (SEAS)


The School of Education, Arts and Social Sciences (SEAS) affirms the mission, vision and training philosophy of AIU in its commitment to scholarship, research, teaching, faithfulness to the evangelical faith and tradition, and its desire to produce men and women who can transform the landscape of education in Africa and beyond within a Christian framework. In a rapidly expanding field, students should be able at the appropriate levels, to understand and critique the broader issues and policies that inform and affect educational research, planning and implementation in various contexts with the view of transforming those contexts according to the agenda of God
AIU’s Arts Initiative is redefining the role of the arts in higher education by making the arts an integral part of every student’s experience, by connecting the university to our cities’ great artistic diversity, and by linking the arts to other ways of understanding the world. We intend to promote a life-long involvement in the arts—as creators and audiences.


DEPARTMENTS UNDER SEAS

Victor Babajide COLE, PhD Professor of Curriculum Development & Evaluation HOD-Department of Education School of Education, Arts & Social Sciences Phone:+254202603663           Ext: 212. Postal Address:24686-00502, Karen-Nairobi, KenyaA MESSAGE FROM THE HOD

The Department of Education at AIU, in consonance with the Mission of the School of Education, Arts & Social Sciences, in promoting transformative education relevant to the Professions, has in the past 26 years been at the cutting edge of commitment to promoting Community; Holistic curricula; Cultural relevance; Dialogue with Society; Varying curricula delivery systems; Innovations related to the Professions; Strategic partnerships; and Modeling excellence.
 
Our Programmes:
Our programmes strive to be responsive to strategic needs for education in the church and society, offering advanced and post-graduate level trainings at the doctoral and master’s levels, respectively. All our programmes seek to integrate relevant knowledge with skills and character for service to God in society.
  • The Doctor of Philosophy (PhD) currently has concentrations in Church Education, Curriculum & Instruction, Educational Leadership & Administration and eventually in Child Development & Family Studies.
  • The post-graduate degree in Master of Education (MEd.) has concentrations in Curriculum & Instruction, Church Education, Child Development & Family Studies and Educational Leadership & Administration.
  • The Post-graduate Diploma in Education (PGDE) is designed for teachers who require short-term further training that allows for sharpening skills in specific subject areas.
  • The Bachelor of Education (BEd.) is designed to develop basic education teachers. It has three options: Early Childhood Education (ECD), Primary Option and Secondary Option.

Our Faculty:

Our Faculty combines dedication to God and to His service in the different areas of specialty which include curriculum development & evaluation, curriculum design & implementation, educational process & design, Educational leadership & administration, and Christian education. All have earned doctorate degrees in their areas of specialty and actively engage in research, writing and consultancy as well as active ministry engagement in both the church and the wider community. 
Our Graduates:
Our Graduates have over the years distinguished themselves as administrators of education programmes in public and private institutions; programme and curriculum developers; Directors of education programmes in schools and churches; teachers in public and private institutions of higher learning and universities; and in academic careers and research in Africa and beyond.

Delivery Modes:
In trying to be responsive to current trends, we offer mixed methods of delivery—residential mode; school based (holiday) mode; and part-time mode. Each mode is also supported in a limited way through on-line delivery.

What Our Graduates Say:


“The training...is helping me...in giving a holistic approach to the treatment of clients...restoring the whole person”—Flora Mwikali (Project Manager, Hope Rehabilitation Centre, Nairobi)“The training grew my capacity to be creative and relevant, as I now train emerging leaders”—Cathleen Rotich (Director, Leadership Development Ministry, Nairobi Chapel)“(The training) gives one a critical understanding of how to design...educational programs, and technical skills...to run them effectively” —Anthony Njuguna (Director of training & Operations, Africa Rural Trainers, E. Africa)


Admissions:


We operate a ‘rolling’ or on-going admissions, year-round in:  

  • November/December, March/April, July/August for School based (holiday) students
  • August and January semesters for residential and part-time students.

For all admissions inquiry, please contact the Office of Admissions, AIU This email address is being protected from spambots. You need JavaScript enabled to view it.


I invite you to join a growing number of current and past students who are making God-honoring impact in the education profession in public and private institutions and learning organizations in Africa and beyond.Please contact me for further clarifications, comments and suggestions.

Fulltime Faculty
Victor B. Cole, PhD  (Professor): Specialization: Curriculum Development & Evaluation

John K. Jusu, PhD (Lecturer):Specialization: Curriculum Design & Implementation/Ed Admin


Alice Mambo, PhD (Lecturer):  Specialization: Educational Process & Design


Rosemary Mbogo, PhD (Lecturer):Specialization: Educational Leadership


Adjunct Faculty


 Mark Olander, EdD  (Lecturer):  Specialization: Christian Education


Suraja Raman, PhD (Snr. Lecturer):  Specialization: Christian Education


 Richard Starcher, PhD (Snr. Lecturer): Specialization: Ed Admin/Distance Learning


 


PurposeThe BA Psychology and Counselling degree is designed to equip students with psychological knowledge to help them understand human behaviour and provide skills for intervention in a multi-cultural setting. The course aims to promote spiritual maturity, personal growth and provide background for further education and professional development.


Educational Commitments


The BA Psychology and Counselling Program is committed to
1.    Provide students with knowledge and principles of human behaviour
2.    Promote understanding of human development issues and basic skills for intervention in a multicultural setting
3.    Equip students with basic skills for intervention using contextual models of psychotherapy
4.    Promote students spiritual maturity and personal development
5.    Enable students to integrate Psychology, Christianity and African indigenous cultures
6.    Equip students with skills for information gathering, synthesis, data analysis and writing research papers
7.    Provide students with background for further education and professional growth


Objectives


Students who complete the BA in Psychology and Counselling should be able to1.    Demonstrate both spiritual and personal growth throughout the programme
2.    Demonstrate basic skills required to understand and evaluate statistical concepts and research design methods in the discipline
3.    Integrate psychology, Christianity and African indigenous cultures in developing the basic competencies required in the profession
4.    Integrate theory, research and practice as they facilitate personal and interpersonal functioning across the lifespan
5.    Demonstrate understanding of both normal development issues and of problems associated with physical, emotional, and mental disorders
6.    Demonstrate evidence of continuing commitment to professional development
7.    Demonstrate capacity to network with other stakeholders in the profession
8.    Provide moral and ethical leadership in the profession


Admission Requirements


1.    Academic Requirements


This degree level programme is proposed to have the following entry points
a.    Attainment of the minimum University entrance requirements for public universities in Kenya or the applicant’s country of certification for non-Kenyans. The entry point for such applicants is the first year of the four-year duration of the programme.b.    A Pre-University Diploma with a cumulative grade point average of 3.0 or its equivalent in other accredited systems. Upon assessment of prior work or study experiences of such students, admission may be granted at the third year of the four-year duration of the undergraduate programme. Students with a pre-university diploma in business administration or allied disciplines need not satisfy the regular grade entry requirements into public universities in Kenya.c.    A pre-University Certificate with a cumulative grade point average of 3.0 or its equivalent in other accredited systems. Upon assessment of prior work or study experiences of such students, admission may be granted at the second year of the four-year duration of the undergraduate programme. Students with a pre-university certificate in business administration or allied disciplines need not satisfy the regular grade point entry requirements into public universities in Kenya.


2.  Other Requirements


All candidates for admission into BBA Programme must meet the following requirements:
a.    Evidence of commitment to transforming society in matters of integrity and other such values, attested through references and endorsement,
b.    Potential for continued intellectual and spiritual growth.
c.    Proof of English language proficiency is required of non-Anglophone applicants.


Programmes offered by the Psychology and Counselling Department


1.    Bachelors of Arts in Psychology and Counselling
2.    Diploma in Psychology and Counselling

BACHELOR OF ARTS IN DEVELOPMENT STUDIES CURRICULUM


Title of the Programme


The Development Studies Department offers a degree programme called the Bachelor of Arts in Development Studies – BADS. It is a four-year undergraduate programme that requires the completion of 180 credit hours spread out in 8 semesters. Each semester runs for 15 weeks, 14 of which are dedicated to synchronous engagements between lecturers and the students. The other one week is dedicated to final sit-in examinations.


 Why should you take this take this course?


The underpinning philosophy behind the BA in Development Studies is largely drawn from the biblical teachings and works of various scholars in the streams of human development, social development and economic development. In particular, the works and reflections of Paulo Freire and Robert Chambers in participatory approaches to development have significantly influenced the thinking framework behind this programme. The methodological streams of pedagogy of the oppressed, development education for critical consciousness and participatory development approaches have had significant contribution to the philosophical orientation of the BA in Development Studies programme. Much of this has been adapted to suit our various and unique local contexts.In this philosophical orientation, there is unprecedented emphasis on the essence of local community participation as the bed-rock for sustainable development and community empowerment. In the process, communities are enabled to take responsibility over their own decisions and manage their own development processes. This leads to strong sense of local ownership of development initiatives. The emphasis is therefore laid more on the enabling mode of doing development than the benevolent delivery of materials and benefits from the centre to the periphery. The new methodological orientation seeks to nurture people’s potential to transform their own lives.This orientation to development is played out in the teaching techniques that involve participatory involvement of all parties in the learning process. The programme is eclectic drawing from other social science disciplines and the humanities including theology. The pedagogical processes involve projects, problem-based learning, assignments, quizzes and exams.


Rationale or justification of the programme


 Most of Africa is celebrating its jubilee year since independence from colonial rule 50 years ago. Yet, African governments do not seem to have much to show in the sense of significant socio-economic development impact. According to scholars, the wellbeing of Africa’s people doesn’t seem to have improved much within those years of independence. How much has the economic development of Africa, no matter how little, has translated into better living standards of the bulk of its people? Scholars and practitioners alike seem to witness more of equilibrium of poverty in Africa than its amelioration. Assault on poverty should aim at attaining the holistic wellbeing of the people of a nation including the wellbeing of each of its individual members. This is yet to happen in many African countries.
    
The concept of equilibrium of poverty is originally cited from Chambers (1983) and further advanced by scholars such as Swanepoel and De Beer (1989) among others. The concept advances the assumption that gains made from the efforts of the poor people to disentangle themselves from the shackles of poverty are quickly lost as a result of their vulnerable and impoverished living conditions which render them powerless. Under this concept, it is believed that the more the poor people try to create wealth for themselves, the more they lose their resources and productive assets through unfavourable social and economic systems and vices in society including deprivation of civil and human rights.    We concur with Moyo’s analogy on Africa’s sorry state after 50 years of independence. Africa is said to have deteriorated from food self-sufficiency in the 1960s to a net-food importer and major relief beneficiary in the 21st Century! ‘Between 1970 and 1998, when aid flows to Africa were at their peak, the poverty rate in Africa actually rose from 11% to a staggering 66%’. Aid is a kind of curse because it encourages corruption and conflict, while at the same time discouraging free enterprise’ (Moyo, 2009:x – Dead Aid). Some African countries are said to be three times poorer today than they were in the 1960s! Just 30 years ago, Malawi, Burundi and Burkina Faso were economically ahead of China on a per capita income basis. China is to day far way ahead (Moyo, 2009:xi). ‘Sub-Saharan Africa remains the poorest region of the world. Africa’s real per capita income today is lower than in the 1970’s leaving many African countries at least as poor as they were forty years ago.’ (Moyo, 2009:5). Over half of the 700 Million Africans live below poverty line while 50% of the world’s poor live in sub-Saharan Africa (to rise up to the fame of having the highest proportion of poor people in the world - Moyo, 2009:5). An average African is said to be poorer today than he/she was 20 years ago! No wonder therefore Africa is the only continent today where life expectancy is less than 60 years (Moyo, 2009:5).The emphasis in this programme is to equip students with the awareness, skills, knowledge and appropriate attitudes which will help to empower people and communities towards attaining equitable development in their countries. Research has established clear correlation between people’s empowerment and equitable development of a nation. People who possess the critical awareness about their situation and the factors behind their impoverished life of poverty are already empowered to claim their rights and manage their own affairs. That is precisely what this programme seeks to deliver, over and above the impartation of practical skills in the field of development studies. 


Goals of the Programme


The programme is designed for those who wish to transform their communities during development related activities and for those who wish to advance academically and professionally in development. The programme goals are:                                                                                                                                                 
i.    To produce morally-sound leaders, scholars and astute development practitioners, who will spearhead the transformation of God’s people and the society at large, plus institutions world-over through innovative programmes, research, and community engagement.
ii.    To prepare professionals with multidisciplinary development perspective for the market-place and civic arena in the context of formal learning experiences. This cross-disciplinary integration of learning helps AIU to meet its Christian commitment of producing holistic graduates who can engage critical issues in their professions with the endeavour to ensure ‘the supremacy of Christ’ in the discipline. 


Modes of programme delivery


This four year programme is delivered through Fulltime Day Classes (at the Main Campus), Evening Classes, Distance/School-Based Classes as well as e-Learning is being developed. 


Admission Requirements


A candidate must satisfy any of the following minimum requirements before admission into the programme:Either1.    Be a holder of KCSE (or equivalent examination) certificate with a minimum aggregate of C+
2.    Be a holder of KACE certificate with a minimum of two principal passes    
3.  Diploma in relevant disciplines in the field of development from an institution recognized
      by the university Senate in liaison with CUE


Credit Transfer into the BADS programme


We will allow credit transfers from programmes that are accredited by the Commission for University Education in Kenya
Staff:1.    Dean: Prof; Regina Blass  - This email address is being protected from spambots. You need JavaScript enabled to view it.
2.    Head of Department: Dr Francis W. Mulwa -  Head of Department –Email
3.    Lecturer: Enoch Harun Opuka, PhD (candidate) – This email address is being protected from spambots. You need JavaScript enabled to view it.


Sustainable community development

Read more about Bachelor of Arts in Development studies, sustainable community development by clicking here


Urban development


Read more about Bachelor of Arts in Development studies, Urban development by clicking here

Department of Language, Linguistics and Communication
The Department of Language, Linguistics and Communication in the School of Education Arts and Social Sciences is founded on the principle that human languages are an essential part of our God-given diversity and an important medium for the expression of human culture.


 The department currently offers the following programmes:Diploma in General and Applied Linguistics (2 years, 72 credit hours):

Concentrations:
•    General Linguistics
•    Socio-Linguistics
•    African Linguistics
•    Translation

    • Coverage of a variety of fields
    • Specialization Bible Translation

•    Oral Interpretation
•    Sign Language Interpretation and Translation


Bachelor of Arts in General and Applied Linguistics (4 years, 144 credit hours):
Concentrations:
Same as for Diploma


Postgraduate Diploma (1 year, 23 credit hours)
Concentrations:
•    Linguistics
•    Translation
•    Oral Interpretation


Master of Arts in General and Applied Linguistics (18 months, 42 credit hours)
Concentrations:
•    General Linguistics
•    Socio-Linguistics
•    African Linguistics
•    Cognitive Approaches to Linguistics
•    Translation

  • Field of Choice
  • Specialization Bible Translation

•    Oral Interpretation with specialized fields

  • Specialization Law
  • Specialization Business
  • Specialization Medical
  • Specialization Church  

Or Field of choice


 Doctor of Philosophy in General and Applied Linguistics (four years)
Concentrations:
•    General Linguistics
•    Socio-Linguistics
•    African Linguistics
•    Cognitive Approaches to Linguistics
•    Translation

  • Field of Choice
  • Specialization Bible Translation

Faculty

The Faculty members in the Department of Linguistics and Translation have extensive experience in language development and Bible translation in Africa. Members of the department have published grammatical descriptions and dictionaries of African languages, and numerous articles in international journals and edited books.


Full-time faculty members
Robert Carlson, PhD (Professor and Director of PhD in Translation and Biblical Studies)
Specializations: Cognitive Linguistics; Syntax; Semantics; Discourse-pragmatics; Lexicography; Anthropological linguistics; African languages, Gur languages, Senufo languages
Sample publication:
1994. A grammar of Supyire (Mouton Grammar Library 14). Berlin: Mouton de Gruyter.
Prof. Regina Blass (Professor)
Part-time faculty member
Helga Schröder, PhD (Lecturer)
Specializations: Morphosyntax and discourse; Intercultural communication; Pragmatics; Nilotic languages; Ergativity in Africa; Clause-chaining
Adjunct faculty members
  • Andy Alo, PhD (Lecturer)
  • Maik Gibson, PhD (Lecturer)
  • Steve Nicolle, PhD (Professor)