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Indepth Research Services (IRES) is an international training, capacity building and technical and management consultancy undertaking firm with solutions for development interventions in Africa and around the world. IRES provides statistical capacity building services to students and professionals in the field of agriculture, health, economics and education among other fields. This programme is specifically targeting final year undergraduate, masters and PhD students'and focuses on working closely with universities as partners to ensure that the proposed modules are relevant and fit for students’ personal and professional development.

The program is divided into three (3), one for the undergraduate and the other one for masters and PhD students, independent consultants.

A Undergraduate program

  • Research methods- quantitative and qualitative data analysis
    • Qualitative and quantitative research overview;
    • Hypothesis setting;
      • Research study design including sampling methods;
      • Questionnaire development;
      • Interviewing and dialogue techniques;
      • Observation techniques and tools;
      • Participatory research techniques;
      • Focus Group Discussion (FGD) techniques and tools;
      • Key Informant Interview (KII) techniques and tools;
      • Note-taking and coding;
      • Qualitative and quantitative data analysis (Using Ms Excel, SAS, SPSS, Nvivo and Stata);
      • Discussion of results.
      • Report writing.

B Masters and PhD program

The program for masters’ and PhD students include the following modules:

  1. i)Research
  • Qualitative and quantitative research overview;
  • Hypothesis setting;
    • Research study design including sampling methods;
    • Questionnaire development;
    • Data collection tools validation,
    • Methods of data collection,
    • Data capture
    • Interviewing and dialogue techniques;
    • Observation techniques and tools;
    • Participatory research techniques;
    • Focus Group Discussion (FGD) techniques and tools;
    • Key Informant Interview (KII) techniques and tools;
    • Note-taking and coding;
    • Qualitative and quantitative data analysis (Using Ms Excel, SAS, SPSS, Nvivo and Stata);
    • Interpretation of descriptive and inferential results, discussion of results.
    • Report writing.
    • Scientific writing,
    • Effective presentation and communication and impact evaluation among others.

ii) Independent consultancy

  • Developing Expression Of Interests (EOIs)
  • Where to get opportunities for tenders and Request of Proposals (RFP)
  • Surveys
  • Tendering/procurement
  • Application for grants

Justification of the programme

The2030 Agenda for Sustainable Development contains 17 goals including a new global education goal (SDG 4). SDG 4 aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Globally, obtaining a quality education has been recognized as the foundation to improving people’s lives and sustainable development.

Consequently, the African Union has developedAgenda 2063, its 50-year Vision and Action Plan for the Africa that Africans want. Agenda 2063 demands that Africa invests in skills, science, technology, engineering, and mathematics so that the peoples of Africa can drive the continent’s development. In this respect, Agenda 2063 has set up pillars for the priority areas that will make this vision a reality. One of the pillars of Agenda 2063 is the need to invest in the peoples of Africa as its most precious resource. According to Agenda 2063, these resources include their nutrition and health, their access to shelter, water and sanitation, expanding quality education and strengthening science, technology, innovation and research.

As a nation, Kenya considers University education as of paramount importance for economic and social development. In response to this, there has been an enormous expansion of higher education sector largely through upgrading of existing colleges. As of 2016, there were 23 public universities and 24 private universities with the number of students in both public and private universities increasing by 10.5% from 512,924 in 2015 to 564,507 in 2016 according to the Economy Survey of 2016. The trend seems to continue and in an effort to extend education more deeply through the country, there is Universities (Amendment) Act, 2014 which calls for the establishment of public universities in each of the Counties to ensure equitable access to university education in all the counties and so that each County will have a centre of research and higher learning.

The high demand for university education by Kenyans and consequent expansion of universities are not without some challenges. Nyangau (2014) in his paper entitled Higher Education as an Instrument of Economic Growth in Kenya highlighted the challenges currently facing the country’s higher education system that included overcrowding, ever-growing demand; use of curricula that are not responsive to modern-day needs of the labourmarket; declining quality; lack of basic laboratory supplies and equipment; poorly equipped/stocked libraries; among others.

Furthermore, according to Inter-University Council for East Africa (IUCEA) survey on views of employers regarding the quality of graduates from local universities conducted in 2014, 51 % of graduates in Kenya are believed to be unfit for the jobs. The report further reveals that most graduates across the five East African Community (EAC) countries: Kenya, Uganda, Tanzania, Rwanda and Burundi lacked employability skills- technical masterly and basic related capabilities and therefore they are not fully prepared for the job market a situation commonly referred to as “half-baked”.

In order to enhance their employability, students need to develop skills and experiences within and outside their areas of specialization. Providing training in research in various fields targeting the students is one of the best ways of doing this. As a result of training, the students will be enriched in terms of skills and capabilities in the job market and is undeniable that the trained students will have power and potential to shape a better world.

IRES detailed Support services for postgraduate (Masters and PhD) students who engage in research.

  1. Ensuring that the proposed research investigation is designed to address the research objectives.
  2. Identify best practices for data management prior to the start of data collection.
  3. Advice students on the design of their data collection instrument (e,gquestionnaire; Key Informant Interview (KII); digitizing questionnaire in CSpro or ODK), sampling design and sampling procedures.
  4. Guide students on how best to enter, store and manage your data on the computer.
  5. Train students on data analysis using appropriate statistical software.
  6. Advice students’ how to approach the analysis of data collected in their research investigation and inference testing using descriptive and various models.
  7. Assist students’ with the meaningful interpretation of the statistical results of their analysis.
  8. Training students on best-practice presentation of results.
  9. Providing guidance in scientific writing (preparation of manuscript(s)) intended to be published in refereed journals.
  10. Provide hands-on workshops in statistical and qualitative data analysis software (topics include SAS, Stata, SPSS and R studio).

Opportunities on engaging in the program.

  • Students will access solution(s) to practical challenges in research and as a result they will improve their knowledge and skills making them suit the demand in labour market.
  • Students will increase chances of employability because they will be trained on the relevant skills required by the employers identified through need assessment.
  • Students after graduating can engage in consultancy work

The Model

 prog

Duration

The training will be offered at IRES training centre and in respective universities on request. At IRES training centre, the course will be offered in April; August and December.

Partners:

  • Universities (Both Private and public).
  • Relevant government ministry
  • Research institutions
  • Private and public companies as part of their Corporate Social Responsibility (CSR)

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