Abstract: Terrorism continues to threaten the security of many counties in Kenya, mainly those along North Eastern regions, particularly Mandera, Garissa and Wajir counties, who are vulnerable to terrorist strikes. This study examined stakeholder-partnership engagement in countering terrorism in Wajir County, North Eastern Kenya. The study applied Social Learning Theory and Data was collected from a sample size of 109 respondents comprising security agencies, community members, civil society, and religious leaders. Both quantitative and qualitative data were collected and analyzed. The findings suggest that the stakeholder partnership engagement is an effective strategy in countering terrorism, especially if there are coordinated efforts by all stakeholders involved. Considering people from diverse backgrounds enhances trust as witnessed among them. The study concludes that forums and workshops help in understanding the nature of adversaries facing stakeholders in countering terrorism in the region. This is crucial in enabling the counterterrorism intervention to comprehensively address the local problem. The study recommends that there is need to embrace various forms of community outreach with stakeholder engagement to help various security agencies, such as the police, to manage terrorism activities at the borders and within the country.

Abstract: Kenya has made significant efforts towards the realization of child rights, especially the protection rights. Specifically, there is a growing need to eliminate violence against children in society more so in childcare institutions. The deinstitutionalisation of children in Kenya has its basis in the Children’s Act 2022. In the Act, there is a pointer to children’s rights to parental care and regulations regarding residential care, foster care, and adoption. This study aims to benefit many parties in the field of child care starting with children’s homes and related institutions in Kenya for effectively implementing de-institutionalization policy. The study assessed the level of involvement of social workers as they could uniquely cement the transition from residential care to community-based support. The study was anchored on empowerment and strain theories while, elaborating on the importance of giving power through resources, information, and support to operationalize deinstitutionalization. A mixed method approach was preferred because it allowed both qualitative and quantitative data to be gathered and analysed concurrently. Professional social workers, policy formulation officers, and deinstitutionalisation officers were involved in obtaining data on deinstitutionalization success factors. Findings indicated that there was to a little extent involvement of social workers in the implementation processes. The study concluded that social workers were least involved in the deinstitutionalisation policy thus recommending their increased involvement with adequate government backing. Inculcation of skilled social workers would ensure a more impactful de-institutionalization as the country goes through this critical juncture of care reforms.

Abstract: Child abuse is a global problem. Community-based Child Protection Structures, which are one of the strategies to deal with this problem, have been riddled with challenges like poor enforcement. The study aimed at assessing community-based child protection structures in Mukuru Kwa Njenga informal settlements in Nairobi County. The study employed a cross-sectional survey research design to collect both qualitative and quantitative data. A sample size of 280 participants was selected using both purposive sampling and random sampling techniques. Qualitative data was analysed and presented verbatim as narrations. Quantitative data were analysed using SPSS version 25. Both descriptive and inferential statistical analyses were carried out. These were presented in tables and graphs. The study revealed that more than four-fifths, 81%, of the respondents had witnessed child maltreatment in Mukuru Kwa Njenga. However, many of the child abuse cases were not reported and or acted upon as new ways had been put in place to avoid different child abuse cases being detected and acted on. Several reasons were advanced for the non-action on child abuse. Some of the respondents indicated that people resorted to other means of dealing with the problem of child abuse. Others did not bother to report, for they felt nothing would be done. There was also the fear of revenge from the family of the perpetrator. The study recommends that the government should strengthen existing policies that advocate for appropriate child protection and enhance community participation to improve the effective implementation of CBCPSs.

Abstract: This study investigated the effectiveness of PhEt simulations on protein synthesis conceptual understanding and effects of PhET simulation-based instruction towards protein synthesis in senior four secondary students. The study was a quasi-experimental pretest-posttest with a control group design. The sample of the study consisted of 107 senior four students doing biology in their subject combination in selected secondary schools in Kicukiro and Nyarugenge Districts. Over the course of a week, the experimental group (n=57) received instruction using PhET simulations whereas the control group (n=50) received teaching using traditional methods. The pretest-posttest and a protein synthesis attitude scale were used to collect data. The data were analyzed using the independent samples t-test in R core Team 2022. The study’s findings showed that the PhET simulation-based instruction had a favorable effect on students’ protein synthesis conceptual understanding as well as their attitudes towards protein synthesis. Students in the experimental group (M=79.23, SD=6.75) had a higher level of conceptual understanding of protein synthesis than those in the control group (M=55.88, SD=5.18). In terms of attitudes, the experimental group presented higher levels of positive attitudes towards protein synthesis than the control group.

Abstract: In Rwanda’s public schools, speaking English as a foreign language has always been a topic of debate due to the dominant national language, Kinyarwanda, the mother tongue of Rwandans which they find easy to use in every communication with interlocutors. This research paper aimed to investigate the impact of joining the English Conversation Club on students’ speaking abilities in public secondary schools in Huye District. Specifically, the study’s objective was to examine the relationship between joining the English Club and speaking abilities of students in Kabutare secondary school. A sample size of 125 participants, including students and teachers, were involved in the study. Besides, a questionnaire and interview guided this study in the collection of reliable data. Thereof, data screening was performed by applying descriptive statistics of means, standard deviation, and regression analysis. Thus, the results show that, there is a strong correlation between joining the English Club and students’ speaking abilities in secondary schools of Huye District, with the correlation coefficient (r) of 0.868 and the p-value standing at 0.001. Furthermore, multiple linear regression analysis reveals that joining the English Club contributes to 67.9% of the variation of performance in speaking English, indicating a significant role in enhancing students’ speaking abilities. Therefore, using techniques such as debate and public speaking exercises to promote oral skills should be used to encourage positive attitudes towards speaking English. Therefore, these techniques can benefit students with many job opportunities outside the school environment. Teachers of English language should consider implementing such techniques to motivate students and improve their speaking abilities.

Abstract: Completion of education involves access and retention of the learner in an institution of learning. However, retention challenges pose a great drawback. This paper assesses the influence of periodic mobility of nomadic pastoralist parents on the retention of early year’s learner education. The study was guided by Ecological Systems Theory postulated by Bronfenbrenner in 1994. Descriptive survey research design was used. The target population was 402: comprising 300 ECDE teachers, 101 parents and 1 Sub County Director of Education in charge of ECDE. The sample size was 121 and categorized as follows: 1 Sub County Director of Education, 90 ECDE teachers, 30 parents, and 10 from each of the three wards in the Sub County. Structured and semi-structured questionnaires, and interview schedules were used to collect data. Quantitative data was analyzed by descriptive statistics using Statistical Package for Social Sciences (SPSS) version 25. Qualitative data was analyzed thematically and presented by table of frequency and percentages. The findings revealed that periodic mobility interferes with children’s access to education. The researcher recommends the following: the community should collaborate with the nomadic pastoralists to enhance access to education; the government should provide adequate mobile schools furnished with learning resources; policy makers should come up with policies that will provide the nomadic pastoralists with voluntary room for some of their animals to be bought during dry season; feeding programmes should be provided at home and in school. A study is necessary on “the long-term effects of nomadic pastoralists’ children on academic performance.”

Abstract: Academic performance refers to a complex student behavior which underlies several abilities. like memory, previous knowledge or aptitude as well as psychological factors such as motivation, interests, temperaments or emotions. It is always in the interest of educators to measure academic performance because it allows them to evaluate not only students’ knowledge levels but also the effectiveness of their own teaching process and perhaps, provide a gauge of students’ satisfaction. In Uganda, excellence in the national external examination has become the top priority of teachers and school administrators and, all the teaching and learning is centered on passing final examination. This study examined the relationship between Bonding and Academic Performance among Secondary School Students in Mbarara Municipality, Uganda. The study adopted both qualitative and qualitative methods. The study used a cross- sectional survey research design to collect data from different schools. The design also helped the researcher to collect data from different categories of respondents. Ten schools participated in the study which were selected randomly. Data was collected through questionnaires and focus groups. Statistical package for social scientists (SPSS) Version 20.0 was used to analyze the study data. Percentages, frequencies, means and standard deviation were used to describe bonding and academic performance. The findings show that majority of the participants in the mother and father bonding who belonged to neglectful parenting style performed poorly.

Abstract: Within the ever-expanding global literature on primary school enrolment, studies integrating socio-cultural perceptions of agriculture as determining factors are rare or non-existent. An inclusive discussion of this topic has revealed the necessity to extend research to primary school enrolment in rural regions. This study sought to investigate the impact of socio-cultural perceptions of agriculture on primary school enrolment in rural areas of Vo prefecture, Togo. The study adopted a purely qualitative approach, employing phenomenological research design, guided by cultural capital theory. Primary data were collected through interviews involving 27 members of farming households, and four focus group discussions with community leaders. The purposive sampling techniques were deployed. The iterative process of data collection and analysis were conducted until data saturation, utilizing QDA Miner Lite software for thematic analysis. Results indicated that agriculture is a stable linchpin for livelihoods and local traditions link it to cultural requirement for household leadership. Moreover, agriculture, not only nurtures cultural identity, but also serves as a source of immediate income due to its tangible benefits. The findings revealed that these socio-cultural perceptions are ingrained among uneducated, elderly, and followers of traditional religions, and their influences persist in parental decisions regarding children’s school enrolment. However, those with some education and alternative income challenge these views, emphasizing the importance of education. Aligning educational policies with cultural values, the study’s findings may profit farmers, children, government agencies, and educational institutions. The results may be extended beyond academic circles, contributing to the broader body of knowledge.

Abstract: Competency-based Curriculum (CBC) has been implemented in various educational systems around the world, including Uganda, with the aim of improving the quality of education and preparing students for the demands of the 21st century. This paper analyzed the implementation of competency-based curriculum in the Luganda language classroom in selected secondary schools in Rubaga Division, Kampala district. The study was guided by the multiple causation model and a case study design alongside a qualitative approach as reflected in both data collection and analysis. This study was carried out in five secondary schools in Rubaga division, Kampala district, Uganda. . Data was collected using Focus Group Discussions, interview guides and documentary review method. The data was analyzed and the findings showed that awareness of the competency-based learning practices among teachers requires effective use of information and communication technologies for teaching and to engage teachers more in planning within evaluative and accountability frameworks. The study revealed the need for effective implementation of CBC to strengthen various language competencies among students, because these competencies are necessary in society which adopt various language competencies among learners. The challenges encountered are inevitable but there must be collective effort to address them. Therefore, the study recommended that the Luganda teachers in secondary schools in Rubaga Division should be trained more in regard to CBC implementation and be provided with adequate teaching–learning materials. In addition, the funding should be strengthened to ascertain effectiveness of the implementation process.

Abstract: This paper sought to examine the influence of monitoring and evaluation on project performance in Rwanda, a case of Rural Electricity Distribution Project in Bugesera District. Specifically, it attempted to determine the influence of accountability on performance of Rural Electricity Distribution Project in Bugesera District. The study employed a descriptive research design that utilized both quantitative and qualitative approaches, targeting 143 individuals from Rural Electricity Distribution Project in Bugesera District and sampling 103 respondents as the sample size. The study further adopted the probability sampling technique with the adoption of simple random sampling. Questionnaires were used to generate the required data for analysis. The data were analyzed using the Statistical Package for Social Sciences (SPSS), with the study’s findings being presented through descriptive and inferential statistics. The findings of the study indicated that there is a very strong correlation between project accountability and performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group as Pearson correlation was high (r=924, p-value=0.000) This indicates that, out of the considered other factors influencing performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group in Rwanda, only project accountability has significant and positive effect on the performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group. Based on the study’s findings, it is recommended that management should involve the community members in monitoring and evaluation, planning and budgeting at the initial stages of the project.