Early marriage among adolescents, particularly young girls, remains a pressing global issue. This practice, influenced by poverty and various complex factors, hinders personal and professional growth, perpetuates the cycle of poverty, and limits opportunities for education. This research aims to investigate the causes and impacts of early marriages among adolescents and propose effective strategies to prevent and address this issue. The study also seeks to highlight the role of parents, communities, and legal frameworks in combating early marriages. The research utilizes a mixed-methods approach, combining qualitative and quantitative data. Qualitative data is collected through interviews and focus group discussions with stakeholders, including adolescents, parents, community members, and experts in the field. Quantitative data is obtained through surveys conducted among representative samples of adolescents in various communities. The findings reveal that poverty is a significant driver of early marriages among adolescents. Lack of access to education, economic incentives, gender inequality, broken families, cultural practices, domestic violence, and religious beliefs are identified as contributing factors. The study demonstrates the negative impacts of early marriages, including increased vulnerability to health risks, hindrance to personal and professional growth, and perpetuation of the cycle of poverty. Early marriage among adolescents is a complex issue with multiple interrelated causes. Poverty plays a prominent role in driving young girls towards early marriages, but other factors, such as limited access to education, cultural norms, and gender inequality, also contribute significantly. Addressing these underlying causes through comprehensive strategies is crucial for breaking the cycle of poverty and ensuring equal opportunities for all adolescents. Based on the research findings, several recommendations are proposed. Firstly, governments should allocate funds and resources to support young girls from impoverished backgrounds. Awareness and sensitization programs should be extended to communities to educate parents about their responsibilities in preventing early marriages. Efforts should be made to transform cultural norms and promote gender equality.

This qualitative descriptive study examines the contribution of poverty to school dropout rates in Gudele, West. The research findings highlight the significant influence of poverty on dropout rates among children in the region. Causes of poverty identified include illiteracy, unemployment, health problems (specifically HIV/AIDS), and conflicts. The study also analyzes the leading effects of poverty on school dropout rates, including prolonged stress, chronic illness, food security issues, chronic stressors, and lower self-esteem. The causes of school dropout among children in Gudele are further examined, with unemployment, early marriages leading to early pregnancies, peer influence, and war or conflict identified as significant factors. To reduce school dropout rates, interventions focusing on improving access to education, creating job opportunities, addressing health challenges, resolving conflicts, and providing support to children and their families are crucial. The study recommends creating a conducive environment, advocating for children's rights, implementing counseling and support services, early intervention strategies, increasing community awareness, enacting legislation and policies, improving access to quality education, offering alternative education options, implementing dropout prevention strategies, data collection and analysis, and fostering collaboration and partnerships. These interventions require a multi-stakeholder approach to create a supportive and conducive environment for students to stay in school and complete their education in Gudele, West. Keywords: poverty, school dropout, Gudele, effects, causes, interventions, access to education, socio-economic factors, multi-stakeholder approach.

The research is concerned with the effectiveness of digital platforms used for teaching and learning in primary schools during COVID-19 epidemic; the case of Vihiga County. The study covered three main objectives that are; to find out the digital tools that were used by primary schools in Vihiga county during the COVID-19 pandemic; to find out the effectiveness of the digital tools used by primary schools in Vihiga County during COVID-19 pandemic and to find out the factors that affected the effectiveness of Digital Learning in Vihiga county during COVID-19 pandemic. The study examined the implication of online education among both private and public schools in Vihiga County and its effect towards Vihiga county education and the national education of the republic of Kenya. The data has been collected through survey, interviews together with secondary data and was analyzed. The study found that there are issues regarding online education and its effect on the quality of education in Vihiga primary schools. The study presents the relevant results of the questionnaire administered to a group of primary school Head teachers and teachers across Vihiga County. Following this research, a series of conclusion would be drawn on the mode delivering content to learners through the e-learning platforms.

The aim of the research was to look into how socioeconomic influences affect students' educational achievements in the public secondary schools in Dagoretti South sub-county. the study's objectives were to find any connections amid paternal education and pupils' achievement as well as between parental wealth and academic success. The survey's descriptive survey design was utilized. 879 pupils and 18 classroom teachers made up the study's target population. Purposive sampling , simple random sampling , and stratified random sampling were all utilized in the survey. The survey used for the study has both closed and open questions. Data were analyzed using SPSS social science software version 28, which also generated descriptive statistics such as mean and proportions. The study's key conclusions were that parental education level had no bearing on the academic success of the student. Parental engagement in their children's schooling, parental proceeds, and the monetary and physical maintenance provide to their children affect student achievement. These conclusions led to the following recommendations: In order to encourage parental involvement , government representatives should educate parents about the need of being actively involved in their kids' education. The administration of the school should encourage parent-school cooperation and should urge parents to buy the supplies they require for the greater academic success. Encourage parents of the day students in particular to buy additional textbooks and other educational materials needed by secondary school students from the government. Most parents struggle to pay their children's tuition on time because of intermittent income and poverty; as a result, the government must provide scholarships to underprivileged children. Given that the survey was conceded out in a rural location, it is essential to undertake a study of this kind in an Urban background in other districts to districts to determine whether the outcomes are consistent.

Competence Based Curriculum is a skilled-based education system that has been adopted by various countries to orient students on competent skills. While the proposed curriculum is relevant considering the evolving economic status, the absence of appropriately prepared instructors is one of the significant difficulties thwarting successful execution of competence based curriculum. This study therefore sought to conduct an assessment of teachers’ preparedness in competency based curriculum implementation and learners performance in public primary schools in Awendo-Migori County, Kenya. Specifically the study sought to analyse the influence of teacher’s pedagogical skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya to assess the influence of technological skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya and to assess the effect of teachers’ self- perceived competency in CBC implementation on learners performance in public primary schools in Awendo-Migori County, Kenya. The study adopted the descriptive survey design. The study targeted 15 primary schools, 50 head teachers 620 teachers and 4,560 lower primary school pupils in Awendo sub-county. As such in sampling the schools, head teachers, teachers and pupils, the researcher considered 30 percent of the target population because the population was as that large. Fifteen schools, 15 head teachers and 180 teachers. The researcher sampled 90 pupil to participate in group discussions. This was a 10 percent of the target population. The study relied on primary data which was collected through use of questionnaires. The study used descriptive statistics for data analysis. The study results were presented through use of tables and figures. The study concludes that teacher’s pedagogical skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. In addition, the study concludes that technological skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. Further, the study concludes that teachers’ self-perceived competency in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. From the results, this study recommends regular training of teachersi to enhance their pedagogical skills so as to ensure effective implementation of competency based curriculum. In addition, primary school teachers should be equipped with knowledge and skills that will ensure they are able to embrace and integrate ICT

The purpose of the study was to investigate influence of decentralization of Teachers Service Commission functions on service delivery among public secondary school teachers in Tigania West Sub-County, Kenya. The study sought to establish the influence of decentralization of teachers’ recruitment; the influence of decentralization of promotion of teachers; the influence of decentralization on maintenance of teachers’ standards; and assessment of the influence of decentralization of discipline of teachers on service delivery in public secondary schools in Tigania West Sub County, Kenya. Data was collected using questionnaires and interview guide and analysed using descriptive statistics, particularly frequencies and percentages. The sample consisted of 12 principals from the anticipated 12; 44 teachers from the anticipated 48; one TSC sub county director; four Curriculum Support Officers from the anticipated four; and ten Board of Management members from the anticipated twelve participated in the study. This represented 100%, 91.7%, 100% 100% and 83.3% return rate respectively. From the findings of the study, several conclusions were arrived at: the study established that empowerment of school management on teachers’ recruitment and teachers’ service delivery had led to recruitment of teachers based on year of graduation and age rather than on competence which at times was a disservice to the applicants; it had increased transparency in the recruitment exercise which created a dissonance between the views of principals and CSOs with the teachers a sign that the school management was not very transparent in the recruitment process; schools were able to get the right teachers according to their needs; empowering BOM in the recruitment had helped improve the link between the community, the school and the teachers; and it had helped in the recruitment of teachers within the community. The study established that teachers viewed decentralization of TSC services as a positive move towards improvement of service delivery. The effectiveness of this strategy was being hampered by a number of challenges that affected the transparency of the entire process. There were many challenges experienced during the recruitment of teachers and corruption among the TSC County office was a key challenge. On the influence of decentralization of teachers’ promotion on service delivery in public secondary schools the study established that the promotion of teachers had improved teachers delivery of service, promotion of teachers had motivated teachers to be readily available to assist students and approachable when necessary and promotion of teachers had motivated teachers to be available during the working hours. Teachers viewed promotion as key incentive towards service delivery in schools. Decentralization of teachers’ promotion on service delivery and performance of their work had many benefits to teachers, learners and education in general though it was experiencing a myriad of challenges. On the influence of decentralization on maintenance of teachers’ standards on service delivery in public secondary schools the study established there was both internal and external monitoring of teachers work in ensuring that the standards set were being adhered to. On the influence of decentralization of teachers’ discipline on service delivery in public secondary schools the study established that TSC Sub county office had sensitized and advised teachers on the essence of professionalism and how to maintain teachers’ code of conduct and teachers with disciplinary cases were being expedited and given a chance for their cases to be heard. Challenges encountered when the school handles disciplinary cases included: investigation of disciplinary cases was tedious and time consuming; learners lost contact hours with teachers when cases were not expedited; witch hunting from seniors increased; there was lack of fairness in the adjudication of cases; there were no proper investigations that were being carried out to arrive at proper verdicts; at times the teacher might not be given a fair hearing; there is lack of follow up of students' cases by their parents; teachers were not well acquainted with the code of conduct and the public officer ethics act; and family quarrels ended up in school. The recommendations of the study were in double folds: at government level through the Ministry of national treasury and planning, Information and Communication Technology (ICT) and Ministry of Education and at school level.

Forests are an important source of livelihoods especially to local communities who obtain from them both indirect and direct benefits. Direct benefits include timber, firewood, medicinal plants, and fruits while the indirect include roles in nutrient cycling, water conservation and carbon dioxide sequestration among others. Several initiatives have been launched by international community with an aim of curtailing illegal sourcing of direct benefits through strengthening forest law enforcement. Proponents argue that law enforcement is a means to halt illegal logging, deter current forest loss, capture lost revenues for government and revive viable framework for sustainable forest management while the critics argue that even well-meaning law enforcement can perpetuate social injustices and inequities by having costs that fall on the poor. The current study sought to contribute to the understanding of the implication of forest law enforcement on livelihoods of local communities living adjacent to forest reserves in Uganda. Specifically, the study assessed the forms of forest law enforcement applied in villages adjacent to Budongo Central Forest Reserve, the impacts of these forms of forest law enforcement on livelihoods of communities, and the attitudes and perceptions of local communities. Data was collected using 7 key informant interviews, document review, 4 focus group discussions and 202 household surveys. Descriptive statistics, Chi-square test and Fisher exact test were applied determine the association between the forms of forest law enforcement and the location. Chi-square test was used determine the association of the perceived impacts of forest law enforcement on livelihoods impacts and the different socio-demographic characteristics. Binary Regression was conducted to determine the relationship of the attitudes and perceptions towards forest law enforcement. Mann Whitney and Kruskal-Wallis tests were conducted to determine the difference on perceptions and the different characteristics of the respondents. Qualitative content analysis using manifest approach of transcribed data based on themes was used to determine key messages from focus group discussions and key informants. The study revealed that the most applied forms of forest law enforcement included arrest/detaining of forest law breakers (99.5%), prosecution and trial in Courts of law (99%), destroying of crops grown in forest reserves (96%), sensitization on forest law by Government Agencies (81%) and promoting of forest user groups or Collaborative Forest Management (86.7%). The choice of the form of forest law enforcement is determined by a number of factors but the main ones are; the nature and magnitude of the offence and the vulnerability of the offenders. Forest law enforcement negatively affected recreation activities, access to poles from the forest, grazing, individual and community forest concessions within Budongo CFR. However, Forest law enforcement had no impact on spiritual activities within the Forest and on access to the Forest for Fodder. Attitudes towards forest law enforcement were influenced by sex, age and marital status of the respondents. Younger respondents (26-35) and Married respondents had more positive attitudes towards forest law enforcement. The study recommends that forest law enforcement agencies should emphasize using multiple forms of forest law enforcement including conciliatory forms.