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The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. ; Ph. D.

Information Communication and technology in particular internet aimed at widening access to flexible distance education and psychotherapy in learning institutions. In developed countries online psychotherapy has been practiced in learning institutions. However there is limited information on whether it has been established in public teacher training colleges in Kenya as an alternative approach to psychotherapy practice. Teacher trainees in Kenya are at the early adulthood stage of human growth and development. This is a critical period with myriads of psychological, social, and academic issues which affect them, most of which require a personal and confidential psychotherapeutic intervention. One of the key objectives of the study was to establish the trainees' internet usage in Psychotherapy practice in Public Teacher Training Colleges in the Lake Region, Kenya. This paper explores the teacher trainees' level of internet usage within their workbased training situation, especially for psychotherapy practice with a view of giving a critical perspective of evidence based approach for this practice. Teacher trainees will be able to access and interact online with their psychotherapist, give reports, and provide peer reviewed presentations that relate to psychotherapy practice. The study findings will challenge trainees to embrace technology integration policy within the college, especially the internet in psychotherapy practice. The findings may assist the government, non-governmental organization and professional psychotherapists to allocate more resources for the development of psychotherapy practice in Teacher Training Colleges.

Photograph has following caption written in verso: "Rees Bryant and ON BTC students working in a field." The field is presumably near the Bible Training College in Nigeria. The date of creation is estimated.

The purpose of the article is to present a number of research results on identifying and evaluating the potentials and limitations of individualisation of training of specialists in the field of "Preschool education" in the pedagogic college. The importance of the identified environmental potentials of individualisation of training of specialists at the levels of saturation of the medium events; the ability to ensure compliance with the pedagogic support of students' interests in learning activities, pedagogic practices, subject activity, communication, self-knowledge; the system of organising longitudinal practice on the basis of pre-school educational organisations; the presence of a structural division of additional education in the college; the possibility of tutor support; the priority of pedagogic means for developing the student's personality. The author analyses individual projects, educational research, methods of reflexive analysis, and individual preparation of students for participation in Worldskills Russia Championships as the potential for individualisation of future specialist training. The collective self-assessment of the conducted innovative activity actualised the stable motivation of students and the interest of pedagogues in experimental activities as additional opportunities for individualisation of specialist training.

The Government of Pakistan has launched the reforms to address the quality of teacher education in view of National Educational Policy (2009) and developed ten professional standards (NPSTP 2009) for initial preparation of teachers, this quantitative descriptive study was an attempt to investigate public teachers training colleges of Karachi, faculty proficiency in the pedagogical use of ICTs in context of "NPSTP Standard # 7" and to identify constraints which they face in this context. A representative sample of 68 teacher educators from ten public sector teachers training colleges were selected conveniently to participate in this study. A tailor-made, self-administered questionnaire was used for data collection. The quantitative data was analysed employing the descriptive statistical technique. The study found low proficiency in the pedagogical use of ICTs among faculty members. Moreover, in-sufficient training, restricted access to ICTs, lack of collegial learning and less motivation among faculty were identified as main constrains which the faculty faced in the usage of ICT. Subsequent to finding, feasible recommendations were suggested for the effective and efficient use of ICTs as an instruction tool.

The study sought to explore the impact of generic strategies on competitive advantage in the medical training colleges in Kenya. The research was guided by the Dynamic capabilities theory, Resource-Based View theory and Knowledge-based view theories. The target population was 183 members of staff in the 4 medical training colleges in Nyeri County, Kenya. Data on 42 participants from the population was gathered from the top-level management, middle-level management and low-level management in these colleges using questionnaires. The research adopted a descriptive research design. Quantitative data analysis was conducted by use of descriptive statistics. Additionally, inferential statistical analysis on the observations was carried out. Qualitative data were analyzed by use of content analysis. Tables, bar graphs, and pie charts were employed for data presentation. The analyzed data revealed that cost leadership, differentiation and focus strategies positively contributed to the colleges' competitive advantage with cost advantage having the greatest effect. The study recommends that colleges and other institutions employ the application of porter's generic strategies since they have proved to be effective in contributing to competitive advantage.

Photograph of Rees Odeil Bryant teaching at the Bible Training College in Nigeria. He is wearing a white shirt and a bowtie. The back of the photograph has the following caption written in black pen: "35. Rees Bryant teaching at the ON BTC."

Back of photograph has caption written in blue pen: "Rees Bryant with a 3rd year student on the day of his graduation from the BTC [Bible Training College]." The graduate is on the left of the photograph and Rees Bryant is on the right of the photograph. Both men are in profile facing each other. Date of creation is estimated.

The relevance of entrepreneurship is underscored in the public policy domain where a wide range of government policies support the development of entrepreneurship, with Further Education and Training (FET) colleges seen as critical role-players. Research shows that entrepreneurship education increases a students self-confidence and overall attitudes, which in turn increases their perceptions of feasibility and desirability of pursuing entrepreneurship as a career. Recognising the challenge for FETs is to ensure that graduates are also equipped for self-employment, this study investigates entrepreneurial intentions of final year FET college students in four provinces. Statistical analysis reveals high levels of intentions amongst differing groups irrespective of personal (gender) or contextual attributes (in rural, vs. metro-township, vs. urban FET colleges). Implications can be advanced to the policy domain where it needs to be stressed that government initiatives will affect entrepreneurship development only if these policies are perceived in a way that influences intentions, in particular an individuals conviction, as characterised by general attitudes towards entrepreneurship.