@article {160,
	title = {THE MOTIVATIONAL STRATEGIES USED BY HEADTEACHERS IN ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN VIHIGA DISTRICT, KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {79-89},
	abstract = {One of the roles of a headteacher is to promote students{\textquoteright} academic performance. The purpose of this study was to investigate the motivational strategies used by secondary school headteachers in academic achievement in Kenya Certificate of Secondary Education (KCSE) examinations in Vihiga district in Western province. The study was occasioned by continued poor performance by most secondary schools in Vihiga district. Literature revealed that the headteacher provides professional leadership for quality and improved standards of learning. The population of the study comprised 84 headteachers and 1,280 teachers. Saturated sampling technique was used to select a sample from the high and average performing schools, while stratified random sampling technique was used to select a sample from the low performing schools. The sample comprised a total of 44 headteachers and 352 teachers from 7 high performing schools, 17 average performing schools and 20 low performing schools. Data were collected by use of questionnaires, in-depth interviews and document analysis guide instruments. A pilot study was conducted in two secondary schools which were not in the sample to test the reliability of the instruments. Data were analyzed using both quantitative and qualitative approaches. The findings show that headteachers in Vihiga district, Kenya, use strategies such as: rewards, guiding, and counseling to motivate teachers. It is recommended that headteachers enhance teacher motivation in order to achieve good academic results.},
	keywords = {head teacher, high performing schools, school size},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284498.pdf},
	author = {Musungu Lydiah  Lynet and Achoka Judith and Serah Kasandi and Nasongo Wamocha}
}
@article {157,
	title = {PROVISION OF BASIC EDUCATION IN KENYA: IMPLICATIONS FOR THE POOR},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {46-54},
	abstract = {Poverty is the world{\textquoteright}s current greatest threat to peace and stability more than terrorism and other highly published struggles. In Kenya the wish to alleviate poverty has been articulated since independence through various sessional papers, commissions, task forces and development plans. However, the proportion of Kenyans living in abject poverty continues to rise steadily as years go by. Education is widely accepted as an important exit route from poverty to social and economic advancement. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jonitien, Thailand in 1990 and the world education forum in Dakar, Senegal in 2002. Nevertheless, optimal access to basic education continues to be elusive among the Kenyan populace due to widespread poverty and high cost of education. As a result, low enrolments, poor transition from one level of basic education to another; high dropout rates and low quality characterize the provision of basic education in Kenya. As such, poverty threatens the very means meant to reduce or eradicate it.
 Implications of provision of basic education for the poor include, gender disparities in the provision of basic education, and creation of caste system, that is, where learners from economically well to do families get best education because their parents can pay for it, while children from poor families hardly complete even the third grade type of education which is provided in impoverished environments. It is recommended that the entire basic education should be made completely free and compulsory, ensure equity in disbursement of bursaries and grants, introduce intentional tax rebates on learning materials; and, encourage schools to borrow money from financial institutions like banks to fund feasible income generating projects set by the schools. },
	keywords = {basic education, poverty},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284279.pdf},
	author = {Achoka Judith and Serah Kasandi and Ogenga Akumu}
}
