Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: This study aimed to investigate the influence of school development plan implementation on students’ academic performance in Dodoma City Secondary Schools, Tanzania. The study was guided by three research concerns: The implementation of the School Development Plan in Dodoma city secondary schools. the perception of heads of schools on the influence of SDP on academic performance and the contributions of SDP influence on students’ academic performance. A sample of 353 respondents were involved in filling out the questionnaire, and doing interview, Documentation method and observation. Data was coded using SPSS and the reliability was determined at an Alpha Cronbachs of 0.801. The study established that increased access to secondary education improves quality of secondary education, increases student completion rates, decreases student dropout, enhances learning environment, and promotes community involvement. The paper concludes that school development plans have a great influence on students’ academic performance in secondary school. The study recommends that the government should assist the preparation and implementation for school development plans instead of putting on the notice board for DSEO and other leaders to observe, cooperation for all education stakeholders is necessary in development plan.

Email: sue.ndong@yahoo.com

Abstract: The implementation of public works initiatives without due consideration of elitist contexts leads to unsustainable consequences. Kenya’s Kazi Mtaani falls in this argumentation. It was mooted as a state-driven strategy to address the social and economic challenges of the youth bulge in the country. The implementation of this strategy largely peripheralized the context of elitism whose consequences have seen the intractability of exogenous influences as well as internal resource wastage in project implementation. The study was located in elite theory that explains superior-minority and inferior-majority relations in community project development. It employed convergent parallel mixed methods with a sample size comprised of 314 respondents. Primary data were collected using self-administered questionnaires. Reliability was determined by the use of Cronbach Alpha at a level of 0.7. Quantitative data were analyzed using Pearson Correlation and regression analysis to identify the relationship between variables. Qualitative data were thematically organized prior to reporting in narrations and quotations. The study found and concluded that there is a significant negative correlation between the efficacy of elitism and the implementation of Kazi Mtaani projects (r= .578 p=0.01 These findings are significant for the analysis of the role of the elites in project implementation especially in the prognosis of interventions necessary for success of the projects. The study recommends the establishment of mechanisms for meaningful youth participation in decision-making processes throughout the projects life cycle.

Abstract: Despite the increasing emphasis on integrating ICT in education, many teachers remain inadequately trained to utilize technology effectively in implementing the Competency-Based Curriculum (CBC). This lack of training hinders the use of essential tools in classroom instruction, impacting the quality of teaching and learning outcomes. The purpose of this study was to assess the level of teacher’s ICT competency in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings of the study revealed that there are significant gaps in teachers’ ICT competency in relation to the implementation of the competency-based curriculum (CBC) in primary schools in Baringo County. Most teachers reported insufficient training on ICT facilities necessary for CBC, and many lacked the proficiency to use computers effectively for teaching. Despite some positive feedback on training, the overall ability of teachers to integrate ICT into their classroom practices remains limited. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.

Abstract: A competency-based curriculum aims to equip learners with skills rather than theoretical learning. Consequently, competency-based curriculum implementation describes executing, running and managing the curriculum to ensure the successful acquisition of specific competencies or skills rather than simply progressing through a predetermined set of content. However, numerous challenges in Moiben Sub-County have bogged down this process. Thus, this study aimed to investigate teacher preparedness’s influence on implementing CBC in public pre-schools in Moiben Sub-County, Kenya. This research was guided by Critical Social Theory. The study adopted the descriptive survey design and targeted 605 respondents comprising 120 headteachers, 480 pre-primary teachers and 5 Curriculum Support Officers. Questionnaires were used to gather data from pre-primary school teachers, while interview schedules were utilized to collect data from head teachers and Curriculum Support Officers. Quantitative data from questionnaires were analyzed descriptively and inferentially using the Statistics Package for Social Science. Inferential data were analyzed using correlation analysis. Qualitative data were analyzed thematically. The study revealed that most teachers could not integrate educational technology in learning and instruction delivery, with a mean of 2.45 and a standard deviation of 1.48. Teachers’ enumerated workload and inadequate preparation are some challenges impeding the delivery of quality education within the context of the CBC. A major recommendation was that there is a need to develop and upgrade educational infrastructural facilities to make them child and disability-sensitive and provide safe, inclusive and effective learning environments for all learners in ECDE Centres as envisaged in the competency-based curriculum.

Abstract: The purpose of this study was to identify the barriers that hinder effective implementation of instructional leadership practices in schools in public secondary schools in Baringo County, Kenya. The target population was 6901 Form Four students, 1266 teachers, and 140 principals, during the 2017-2020 school years, 6 Sub- County Quality Assurance and Standards Officers and 1County Director of Education. The study adopted descriptive survey research design. Stratified random sampling technique was applied to sample 30% of each of the categories of the study populations. The sample consisted of 2,070 students, 380 teachers, 42 school principals, six Sub-County Quality Assurance and Standards Officers and 1 County Director of Education. The research instruments were questionnaires and semi-structured interview guides. Data was analyzed with the aid of SPSS.The quantitative statistics used included frequencies, means, percentages and standard deviations and the results presented using tables and charts. Qualitative data were thematically clustered in relation to the objectives of the study. The study established that the main impediments to principals’ instructional leadership practices include inadequate educational infrastructure, big class sizes and overburdened teachers. The study recommended that school principals should ensure that schools are adequately provided with sufficient teaching and learning resources; School principals should make an effort to construct more classrooms in order to reduce the big class sizes and overcrowding in the classrooms. The findings of this study are expected to contribute to the body of knowledge on instructional leadership and provide recommendations to educators on how to improve instructional leadership in educational institutions.

Abstract: Globally, countries are working out to abolish the use of corporal punishment in schools. With no exclusion, Tanzania has been making different efforts to attain full eradication of corporal punishment (CP) in schools, including introducing the policy on how to administer corporal punishment in schools. Despite the efforts, teachers are witnessed using CP in managing discipline to their students. Studies revealed that the manner and extent for implementation of CP policy differs from one school to another. This study focused on exploring factors accounting for the level and manner of implementing the policy. The study used quantitative approach, and descriptive design which applied questionnaire as a tool for data collection. The data were collected from 13 Tanzanian primary school teachers. The findings show that students’ discipline; poor society involvement; lack of support from school and teachers not being updated of the policy are factors associated with manner and level of implementation of the policy. There is a need to find inclusive methods on how schools and community can work on improving students’ discipline, the responsible body for the policy needs to work on how it updates teachers on the policy. This will help them to see challenges and find collective ways to mitigate.

Abstract: The study investigated the implementation of Christian Religious Education Curriculum (CREC) in Anglican Church of Uganda founded primary schools in Eastern Uganda. The assessment was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The results showed that; the aims and objectives of CRE are to inculcate moral ethical and spiritual integrity, tolerance, and human fellowship. Reasons for the implementation of CRE in Primary Schools are: to offer a framework for understanding the context of moral living, to develop students’ abilities to improve on their moral lives and understand their own religion and its values, The challenges hindering the implementation of Christian religious education curriculum in Primary Schools are; Teachers focused their greatest attention on measuring written works especially in cognitive attainment rather than affective and psychomotor behavior. Inadequate Religious education textbooks, Lack of induction training and refresher courses for teachers of Christian Religious Education in primary Schools. It is recommended that the Government of Uganda should accept Christian Religious Education to be taught and examined as a separate subject in primary School. Support supervision by the Inspectors to ensure that teachers prepare Christian Religious Education and teach as planned by the NCDC. The ministry of Education and Sports working hand in hand with the NCDC, and foundation bodies should ensure that regular workshops and trainings for all teachers of Christian Religious Education are conducted to empower them with the new methods and skills of handling the subject.

Abstract: The study investigated Church Involvement in Curriculum Implementation and Quality Assurance Standards of Anglican Church of Uganda and was guided by the following Research Questions; How does the Anglican Church of Uganda’s involvement in curriculum implementation contribute to the internal Quality Assurance Standards of her universities in Uganda and to what extend does Anglican Church of Uganda’s involvement in curriculum implementation contribute to the External Quality Assurance Standards of her universities. Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that the coefficient for curriculum implementation in the quality assurance model is 0.193, indicating a positive relationship between curriculum implementation and quality assurance. The findings suggest that the impact of curriculum implementation on quality assurance is substantial (Beta = 0.480**; p<0.001). It was recommended that the ACOU put in place a supportive and functional system with qualified personnel to enhance proper curriculum implementation and quality assurance.

Abstract: This paper is an outcome of the research that was conducted in Keiyo -North Sub-county in Elgeyo-Marakwet County on the contribution of stakeholder management on implementation of constituency development fund projects. Project implementation attributes emanated from the context of people management to achieve project objectives . An important factor in project implementation is stakeholder contribution to the implementation. The study used a cross-sectional research design. The researcher collected data through a census survey since the population is relatively small and manageable. The study targeted 303 registered groups in the Keiyo North constituency. A questionnaire was used to collect both qualitative and quantitative data. Piloting was done in Keiyo South to test the validity and reliability of the instruments of the study. The study findings show that the majority of the respondents noted the participation of stakeholders in the implementation of Constituency Development Fund projects. From the findings and conclusions drawn from the undertaken research project, it is apparent that there is a changing landscape as far as stakeholder contribution in CDF projects is concerned. What was considered critical in earlier years before the CDF may not necessarily be the same today and in the future. It is recommended that the contribution of stakeholder management should be enhanced by strengthening the capacity of Project Management Committees (PMC) at the community level for ease of operations.