<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Edwin K. Too</style></author><author><style face="normal" font="default" size="100%">Micah  C.  Chepchieng</style></author><author><style face="normal" font="default" size="100%">John Ochola</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic staff retention</style></keyword><keyword><style  face="normal" font="default" size="100%">private universities</style></keyword><keyword><style  face="normal" font="default" size="100%">quality education</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of academic staff</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1432232452.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">64</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years, there has been an increase of students’ enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A survey design was considered appropriate for this study. A sample of 336 respondents was used to collect data which included the Human resource managers, academic staff, and students of the selected universities. The sample was selected using purposive stratified and simple random sampling techniques. Questionnaires were used to collect the data which was analyzed by use of frequencies and percentages. The study established that academic staff retention affects quality of education in private universities in Kenya. It was concluded that academic staff retention has a significant effect on quality education without which quality would be compromised. The study recommended that private universities should formulate and implement retention policies and allocate adequate resources to curb high academic staff turnover.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-94</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Beatrice  M.  Mburugu</style></author><author><style face="normal" font="default" size="100%">Micah  C.  Chepchieng</style></author><author><style face="normal" font="default" size="100%">Teresa  C.  Kattam</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORPHANHOOD EFFECT ON PRIMARY SCHOOL PUPILS’ INTERPERSONAL RELATIONSHIPS IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">orphanhood</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school pupil</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345122.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">49</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent’s death may affect children’s psychological well being. There is a close coherence between children’s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood’s effect children’s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils’ interpersonal relationships in public primary schools by comparing the mean scores in pupils’ interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">40-47</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Benjamin  C.  Kipkulei</style></author><author><style face="normal" font="default" size="100%">Micah  C.  Chepchieng</style></author><author><style face="normal" font="default" size="100%">Mary  J.  Chepchieng</style></author><author><style face="normal" font="default" size="100%">Lydia  M.  Boitt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SELECTED FACTORS AFFECTING GIRLS’ PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">girls’ participation</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1415392366.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">48</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls’ participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child’s participation in primary school education in Kenya. In some parts of Kenya, there is low girls’ participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls’ participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya’s school system. This will frustrate the world’s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls' participation in education be carried out to falsify or corroborate the findings. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">52-61</style></section></record></records></xml>