@article {496,
	title = {REFORM AGENDA AND EDUCATIONAL POLICY IN KENYA: CIRCA 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {83-90},
	abstract = {This study examined the reform Agenda and the educational policy in Kenya with regard to the secondary school sector in Eldoret municipality. The study was based on the social systems theory as advanced by Newstrom (1993). The research adopted an exploratory survey design. The target population was the principals in secondary schools, the student governing council, teachers and parents. The sample was selected using proportionate stratified random sampling and purposive sampling. Data was collected by use of questionnaires, interview schedules, and observation schedule. Descriptive statistics, (percentages, frequency distribution tables and graphic representations) were used in data analysis and interpretation of data. The significance of the study lies in the fact that reform agenda in education with regard to educational policy is aimed at creating equal opportunity for all learners in Kenya. The study findings revealed that the education opportunities at secondary school level are unevenly distributed, ranking of schools based on performance create discrimination. The admission criteria have created a rift rather than promote unity, and that affirmative action in the education sector has led to inequalities. The study concludes that, the government of Kenya needs to redirect some public resources for education from the wealthiest people to the poor population. Concludes that unless the regional differences are considered educational policies will always replicate social injustices.},
	keywords = {regional disparity, social injustices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.83},
	url = {http://oaji.net/articles/2014/457-1419346439.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {242,
	title = {AN ANALYSIS OF THE STRENGTHS AND LIMITATION OF QUALITATIVE AND QUANTITATIVE RESEARCH PARADIGMS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {13-18},
	abstract = {Although some social science researchers (Lincoln \& Guba, 1985; Schwandt, 1989) perceive qualitative and quantitative approaches as incompatible, others (Patton, 1990; Reichardt \& Cook, 1979) believe that the skilled researcher can successfully combine approaches. The argument usually becomes muddled because one party argues from the underlying philosophical nature of each paradigm, and the other focuses on the apparent compatibility of the research methods, enjoying the rewards of both numbers and words. Because the positivist and the interpretive paradigms rest on different assumptions about the nature of the world, they require different instruments and procedures to find the type of data desired.. Nonetheless, people tend to adhere to the methodology that is most consonant with their socialized worldview. This paper is set to analyze the strengths and limitations of Qualitative research focusing on its shortcomings and how Quantitative research can overcome these shortcomings. The paper concludes that an eclectic approach to educational research can not an option. },
	keywords = {eclectic, research paradigm},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665925.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {222,
	title = {DICHOTOMY BETWEEN EDUCATIONAL POLICY-MAKING AND IMPLEMENTATION IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {9-14},
	abstract = {A range of interest groups that exert power and authority over policy-making influences the policy process. These influences affect each stage of the process from agenda setting, to the identification of alternatives, weighing up the options, choosing the most favorable and implementing it. Policy practices are not a rational search. A crucial aspect of all policy practice is specifically what and who is included. The style of policy discourses is overwhelmingly to talk as though that were not so; but as though the data were inclusive, the processes rational and the remedy simply knowledge- or research- based (Apthorpe 1986).The paper examines the dichotomy between educational policy making and implementation and focuses on the Policy evolution in Kenya . It examines a few models of policy implementation and shows the possible consequences of dichotomy and the importance of owning a policy. The paper concludes that Policy formulation and Implementation is a complex messy business which is not tied up in neat theoretical packages. },
	keywords = {dichotomy, policy formulation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505492484.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {288,
	title = {KISWAHILI LANGUAGE: A STRATEGY TO OVERCOME ELUSIVE PEACE IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {109-117},
	abstract = {There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000).
 The 2007 elections outcome may have triggered the ethnic and post {\textendash}election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic {\textquoteleft}overtones{\textquoteright} speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) 
This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management.
 The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions.
 The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.
 },
	keywords = {conflict management, reconciliation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387046.pdf},
	author = {Pamela  Atieno Ochieng and Lydia  Cheruto and Judith  Achoka}
}
@article {153,
	title = {THE PROVISION OF PSYCHOSOCIAL SUPPORT FOR THE HIV/AIDS POSITIVE STUDENTS IN TERTIARY INSTITUTIONS IN KENYA: A CASE OF RIFT-VALLEY PROVINCE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {Substantial progress has been achieved in our understanding of the human immune deficiency virus (HIV) since the Acquired immune deficiency syndrome (AIDS) was first reported in 1981 in the United States of America. In its second decade, the scourge is spreading quietly and fast and no cure has been found. There are about 200,000 new infections everyday. HIV/AIDS would kill 30\% of the learners in African countries before they can offer beneficial services to their communities. The only way to stop the spread of HIV/AIDS is through attitudinal and behavioral changes as well as management that can be secured effectively through education. Despite the fact that more than 90\% awareness has been created among the youth, a comprehensive behavior change strategy is yet to be realized.
 This study was carried out in five primary teacher-training institutions in the Rift -valley province of Kenya. The study adopted a survey design.
 The purpose of the study was to; examine the psychological, economic and social effects of HIV/AIDS that have necessitated the establishment of psychosocial support services to the HIV/AIDS positive learners in Tertiary institutions, To establish the psychosocial support systems that are in place, To determine the challenges faced by the institutions in the provision of these psychosocial support services to the HIV/AIDS positive learners.
 The study findings revealed that the psychological, economic and social effects of HIV/AIDS are vast and that varied institutions have several psychosocial support systems in place though they face challenges in their endeavor to provide these services.
 The study concluded that the psychosocial support systems are essential in every tertiary institution of learning and recommended that the youth should be fully involved in the provision of these psychosocial support systems. The tertiary institutions can lead the way as the other institutions follow.},
	keywords = {psychosocial support, tertiary institutions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284059.pdf},
	author = {Pamela  Atieno Ochieng and Julius  Kiprop Maiyo}
}
