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, theiabsenceiofiappropriatelyiprepared instructorsiisioneiofitheisignificantidifficultiesithwartingisuccessfuliexecutioniof competence basedicurriculum.iThisistudyithereforeisoughtitoiconductianiassessment of teachers’ preparednessiinicompetencyibasedicurriculumiimplementationiandilearners performance in publiciprimaryischoolsiiniAwendo-MigoriiCounty,iKenya.iSpecifically,itheistudy sought to analyseitheiinfluenceiofiteacher’sipedagogicaliskillsiiniCBCiimplementation on learners performanceiinipubliciprimaryischoolsiiniAwendo-Migoriicounty,iKenya, to assess the influenceiofitechnologicaliskillsiiniCBCiimplementationionilearnersiperformance in public primaryischoolsiiniAwendo-Migoriicounty,iKenyaianditoiassessitheieffectiof teachers’ selfperceivedicompetencyiiniCBCiimplementationionilearnersiperformanceiin public primary schoolsiiniAwendo-MigoriiCounty,iKenya.iTheistudyiadopteditheidescriptiveisurvey design. Theistudyitargetedi15iprimaryischools,i50iheaditeachers,i620iteachersiand 4,560 lower primaryischoolipupilsiiniAwendoisub-county.iAsisuch,iin sampling the schools, head teachers,iteachersiandipupils,itheiresearchericonsideredi30ipercentiofithe target population becauseitheipopulationiwasiasithatilarge.iFifteenischools,i15iheaditeachers,iand 180 teachers. Theiresearcherisampledi90ipupilsitoiparticipateiinigroupidiscussions.iThis was a 10 percent ofitheitargetipopulation.iTheistudyireliedioniprimaryidataiwhichiwasicollected through use ofiquestionnaires.iTheistudyiusedidescriptiveistatisticsiforidataianalysis. The study results wereipresentedithroughiuseiofitablesiandifigures.iTheistudy concludes that teacher’s pedagogicaliskillsiiniCBCiimplementationiinfluenceilearnersiperformanceiinipublic primary schoolsiiniAwendo-Migoriicounty,iKenyaitoiaiveryigreatiextent.iIniaddition, the study concludesithatitechnologicaliskillsiiniCBCiimplementationiinfluenceilearnersiperformance 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 performanceiinipubliciprimaryischoolsiiniAwendo-Migoriicounty,iKenyaitoia very greatiextent.iFromitheiresults,ithisistudyirecommendsiregularitrainingiofiteachersitoienhance their pedagogicaliskillsisoiasitoiensureieffectiveiimplementationioficompetency based curriculum.iIniaddition,iprimaryischooliteachersishouldibeiequippediwithiknowledge and skills that will ensure they are able to embrace and integrate ICT.

regulation often results in conflict and dilemma. The conflict and dilemma occur when government bureaucrats make economically efficient but socially undesirable decisions, or socially desirable but economically inefficient decisions. Moreover, and closely related to the uneasy coexistence of economic and social objectives, Kenyan public procurement laws often give government bureaucrats discretion to decide the extent and the ends for which they can use procurement as a tool of economic or social policy. Although discretion is inevitable in any system of public procurement regulation, and public administration in general, it is also highly amenable to abuse. The objectives of this study are twofold. The first is to establish whether the Kenyan policy and regulatory frameworks for public procurement facilitate the resolution of conflicts between economic and social objectives. Secondly, this study seeks to establish the link between the discretion that Kenyan public procurement laws confer on government bureaucrats and the country’s unusually high incidence of corruption, favouritism and other forms of malfeasance in public procurement decision making. This study seeks, therefore, to answer two questions. The first is whether the regulatory framework for public procurement in Kenya facilitates the resolution of conflicts between economic and social objectives. The second is whether the discretion that Kenyan public procurement laws confer on government bureaucrats creates incentives for corruption, favouritism and other forms of malfeasance. This study makes four main findings. First, although the objectives of public procurement regulation transcend multiple disciplinary and theoretical boundaries, the underlying concerns generally revolve around resolving five main problems, namely: (i) market failure, (ii) discretion, (iii) agency, (iv) public choice and (v) wealth (re)distribution. Secondly, the dilemma created by the uneasy and often conflictual coexistence of economic and social policy objectives in a system of public procurement regulation does not necessarily require a choice between good and bad, or superior and inferior. Instead, the dilemma requires judicious trade-offs between the two species of objectives, through a holistic approach to public procurement decision making that is not unduly encumbered by doctrinaire or inflexible commitment to either markets (that is, economics) or social policy. Thirdly, compared to Kenya, the United States and South Africa have more effective regulatory responses to the problems of (i) conflictual coexistence of economic and social objectives, (ii) discretion, and (iii) the incidence of corruption, favouritism and other forms of malfeasance in public procurement decision-making. Lastly, the Kenyan public procurement system is characterised by stakeholder indifference to the issue of interplay of economic and social objectives and an unusually high incidence of corruption, favouritism and other forms of malfeasance. The central thesis of this study may be summarised into five propositions. First, the regulatory framework for public procurement in Kenya does not facilitate the resolution of conflicts between economic and social objectives. Secondly, the regulatory framework for public procurement in Kenya is structurally flawed to the extent that it confers broad and poorly circumscribed discretion on government bureaucrats. Thirdly, Kenya’s structurally flawed public procurement regulatory framework creates strong incentives for corruption, favouritism and other forms of malfeasance. Fourthly, this situation (of a structurally flawed regulatory framework and a high incidence of corruption, favouritism and other forms of malfeasance) is inimical to the achievement of both economic and social objectives. Lastly, the disciplines of administrative law and law and economics offer useful conceptual tools which, if creatively harnessed by policymakers and legislative drafters, can result in a public procurement regulatory framework that resolves: (i) conflicts between economic and social objectives and (ii) the problem of discretion and its correlation to the incidence of corruption, favouritism and other forms of malfeasance. In view of the foregoing, this study recommends a rule-based approach to public procurement in Kenya, characterised by controlled discretion and commitment to the values of competition, transparency and accountability. The study also recommends an urgent review and redesign of Kenya’s regulatory framework for public procurement. The review and redesign should focus on: (i) the interplay of economic and social objectives; (ii) the problem of discretion; and (iii) establishment of strong and effective safeguards against corruption, favouritism and other forms of malfeasance.

The education systems of today are characterized by several optional subjects that students have to choose from. It is from this observation that the researcher sought to get a more profound comprehension of the variables that impact the decision of science subjects in Kenya's auxiliary schools, a contextual investigation of Kirimunge Mixed Day Secondary School. The scientist expected for the investigation to edify the school administration on the components that guide the understudies in their decision of science subjects. The examination embraced an expressive review plan. The populace for the investigation was every one of the understudies in Kirimunge Mixed Day Secondary School in Kirinyaga Central Sub-County. An example size of 6 educators and 126 understudies was drawn from the instructors and understudies from frame two to four. Essential information was gathered by utilization of a poll. The examination created both subjective and quantitative information. Quantitative information was broke down utilizing enlightening insights. Subjective information was broke down in light of the substance matter of the reactions. The examination discovered that the school administration was in the forefront in promoting science subjects by hiring extra science teachers (peer teachers) whom the students could identify with and whose purpose was to promote a positive attitude towards science subjects. The study revealed that teachers influenced choice of science subjects through poor association with understudies, unacceptable pace of substance conveyance and poor strategies for instructing. Sexual orientation was a key factor in the decision of science subjects as demonstrated by the fact that most female students shied away from selecting physics since they felt it was better left to the boys who performed better in mathematics. In the study, few cases of parental influence on subject choice were recorded. This was through students who reported that their parents had already set career paths for them hence they had to pick subjects that were in line with the said careers. The study found out that most students had an already set out career path that they wished to pursue and this was what greatly influenced their subject choices. The study concluded that it was important to allow students a free hand in the subject choice as this increased their motivation which in turn boosted performance. The study recommends that students should be encouraged to develop a positive attitude towards sciences. Teachers should cultivate cordial relationships with the student in an effort to improve student’s negative attitudes. Only competent and qualified teachers should be allowed to handle science subjects. Gender differences should be discouraged amongst students. Parents need to positively influence the subject choices of their children. Career guidance and counseling is useful in enhancing informed subject choices and the school should fully support the support the subject choices of the students and provide a favorable environment for learning of science subjects by establishing fully equipped laboratories for practical. For further research the study recommends a study to be carried out to evaluate the factors influencing the student choice of humanity subjects in the same school.

Introduction: As countries around the world strive to achieve set targets in sustainable development goals (SDGs), addressing 100% immunization coverage in all countries globally will accelerate progress towards these goals. Uganda like many other sub-Saharan African Countries is lagging behind in most sustainable development goals (SDG) including SDG three which seeks to ensure health and wellbeing for all people. The gains in immunization coverage rates have diminished in recent years (Ministry of Health 2018). As of 2016, 8% of mothers/children care takers do not perceive immunization as important. The people’s attitudes towards immunization remain low in Uganda however; knowledge of immunizable diseases is good. This study aimed at assessing the factors contributing to frequent immunization dropouts among caretakers/mothers of children below five years in Buwenge sub-county, Jinja district. Methods: This was a cross sectional study employing quantitative methods of data collection. Simple random sampling technique was used to collect data from 98 study respondents using semi structured questionnaires. Data was entered in epi-data and exported to stata version 14 for analysis. Results were presented in form of tables, bar graphs and pie charts. Results: Majority 72.4% (71/98) of the study respondent knew about immunization/ vaccination, mainly from mass media 60.2% (59/71). Less than half 37.8% (37/98) strongly agreed that immunization was important, 32.7% (32/98) agreed that immunization benefits outway negative effects and 27.6% (27/98) strongly agreed that they can take their children for immunization for free. More than half 58.2% (57/98) of the respondents had never taken children for immunization and half 50.0% (49/98) reported to have ever missed immunizing their children. Conclusions: There were generally high knowledge levels of study respondents regarding immunization. However, study respondents didn’t know the effects of not vaccinating children. There were relatively positive attitudes towards immunization. Regarding practices, study participants had bad practices regarding immunization, where 61.2% didn’t finish vaccinating children and over half had not taken children for immunization.

Introduction: In Uganda where Nakapiripirit district is situated, malaria is highly endemic and its burden is persistently high accounting for 34% of outpatient visits and 28% of hospital admissions in the country. Almost all the age groups in Uganda are affected by the disease, but greatest focus in control is being pointed at pregnant women and the children under the age of 5 for these are said to be the most vulnerable. However, little concern is been shown regarding knowledge, attitudes and practices of residents regarding indoor residual spraying. This study therefore aims at assessing knowledge, attitudes and practices of households regarding indoor residual spraying in Kakomongole sub-county, Nakapiripirit district. Methods: This was a cross sectional study employing quantitative methods of data collection. Simple random sampling technique was used to collect data from 97 study respondents using semi structured questionnaires. Data was entered in epi-data and exported to stata version 14 for analysis. Results were presented in form of tables, bar graphs and pie charts. Results: Majority of the study respondents 55.7% (54/97) were female, 39.2% (38/97) were aged 26-30 years, 34.0% (33/97) were Catholics and 48.5% (47/97) were peasants. About 51.5% (50/97) reported to have heard about indoor residual spraying, 55.7% (54/97) had been sensitized about indoor residual spraying and 48.5% (47/97) reported that IRS benefited them. About 34.0% (33/97) strongly agreed that malaria is a serious disease, 40.2% (39/97) strongly agreed that IRS is effective in malaria control and 34.0% (33/97) strongly disagreed with the statement that it is useless to apply IRS because you can suffer from Malaria anyway. Furthermore, 70.1% (68/97) reported to have ever used indoor residual spraying and 51.5% (50/97) reported not to be currently using IRS. Conclusions: There were generally low levels of knowledge of study respondents regarding indoor residual spraying as only about half of the study respondents reported to have heard about IRS. The attitudes of study respondents were generally positive as majority strongly agreed that it is an effective intervention in addressing the public health burden of malaria. Regarding practices about use of indoor residual respraying, study respondents generally had good practices as over 70% reported to have utilized indoor residual spraying. However, the level of utilization was observed to be reducing as only half were still using at the time of the study.

This research paper is aimed at interrogating the efficacy of the current legal regime governing juvenile justice vis-à-vis the non-legalistic Afrocentric approach that seeks to hand down juvenile justice basing on the typical African style of “spare the rod and spoil the child”. It should be noted that juvenile justice in Uganda is served in accordance with Eurocentric and common law principles that seek, inter alia, to treat every child in contact with the law with gloves or soft hands. This is however more in law books than in actual practice. As a result, juvenile justice still remains a challenge. This study therefore seeks to suggest the need to handle juvenile justice through an Afrocentric approach that looks at discharging juvenile justice obligations in a manner that is not alien the African way of looking at juvenile justice.