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.

Received November 15, 2018; Revised February 22, 2019; Accepted February 26, 2019

Abstract: The purpose of this study was to investigate how learners with special needs in public primary schools were managed inclusively in Makueni County –Kenya, based on instructional strategies, learner engagement, resource materials, assessment, and physical environment. The study used concurrent mixed methods design. Purposively the study selected nine schools that had adapted inclusive education and had boarding facilities, county director of education, nine EARC officers in charge of special needs education in each sub-county, nine head teachers, teachers with/without special needs training, focus groups of learners with /without special needs and 18 support staff as respondents. Questionnaires were administered to 107 teachers who were present when data was collected, interviews, observations and documentation was done to verify how the special learners were managed. Teachers moderately used instructional strategies, assessments and engaged learners. Most schools had inadequate resources for managing learners with special needs inclusively. Physical environments in most schools were minimally adapted.