<?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%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Joan Owiye</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT 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%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">integrated schooling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392315524.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifically to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. 
A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education officers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People’s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-91</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%">Maurice Amadalo</style></author><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RANKING SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE EFFECT ON PROMOTION RATES AND PERFORMANCE TRENDS IN SCHOOLS 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%">promotion rates and performance trends</style></keyword><keyword><style  face="normal" font="default" size="100%">ranking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386553.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study sought to investigate the effect of ranking upper secondary schools and students in national examinations on students’ promotion rates and on the schools’ performance trends. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The study sample consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling. Reliability was established by use of test retest technique. Data on promotion rates revealed that, the low ranked schools had promotion rates of 0.990 for form I-II, 0.997 for form II-III and 0.958 for form III-IV. The average ranked schools had promotion rates of 0.984 for form I-II, 0.981 for form II-III and 0.959 while the top ranked schools had promotion rates of 1.00 for form I-II, 0.967 for form II-III and 0.882 for form III-IV. On performance trends, there was no significant difference in the performance of individual schools during the four years but there was significant difference in performance among the different categories of schools.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-19</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%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Joan Owiye</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF GUIDING AND COUNSELLING IN SECONDARY SCHOOLS IN KENYA: PROSPECTS AND CHALLENGES</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%">character formation</style></keyword><keyword><style  face="normal" font="default" size="100%">guiding and counseling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386979.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Since the 1990s, education system in Kenya has faced dynamic and rapid changes that have had overwhelming effects both on the child, teacher, school and society at large. Education policies have changed over the years including the recently introduced policy on caning which was scraped through children’s Act of 2001 and replaced with guiding and counseling as a measure to prepare a child for the challenges they face both in school and outside school. As corporal punishment remains banned and children becoming more aware of their rights, guiding and counseling remains the most acceptable channel of reaching the children in schools; the children too being teenagers, they experience a time of storm and stress characterized by mixed reactions of being happy at one moment and extremely sad at another moment. The reactions to such situations are likely to be intense and volatile. With parents being too busy to give children quality time and attention, the responsibility has been left to rest squarely on the shoulder of the teachers to help students make decisions on aspects that affect their lives. This therefore necessitates the need to strengthen guiding and counseling in schools. This paper examines the role of guiding and counseling in secondary schools mainly in shaping the career life of the teenager and the challenges faced by schools in using it as a measure to replace caning in instilling discipline in the students. The research was based and build on scientific sources, analytical evaluative studies and scientific literature; content analysis of documents and reflection of experience to examine the role of guiding and counseling in secondary schools. From the findings, a conclusion was drawn that to streamline the role of guiding &amp; counseling and overcome the challenges in shaping the students’ integrated development, every party including the MOE, policy makers, schools, teachers and parents have a role to play in shaping the life of the child.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">99-108</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%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Achoka Judy</style></author><author><style face="normal" font="default" size="100%">Ndiku Judah</style></author><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Wasike Duncan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF 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%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">inequality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235175.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources.
 This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-88</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%">Pamela  Atieno Ochieng</style></author><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PROVISION OF PSYCHOSOCIAL SUPPORT FOR THE HIV/AIDS POSITIVE STUDENTS IN TERTIARY INSTITUTIONS IN KENYA: A CASE OF RIFT-VALLEY PROVINCE</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%">psychosocial support</style></keyword><keyword><style  face="normal" font="default" size="100%">tertiary institutions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392284059.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-16</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%">Wasike Wekesa</style></author><author><style face="normal" font="default" size="100%">Eric  Wekesa</style></author><author><style face="normal" font="default" size="100%">Ndiku Mualuko</style></author><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ REACTIONS TO THE USE OF COMPUTERS IN SCIENCE EDUCATION IN SELECTED KENYAN SECONDARY SCHOOLS</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%">computer based instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">metaphors</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298627.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed difficulties for teachers and students as part of the classroom innovation. Students’ attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classification of students’ unstructured responses confirmed the existence of a series of metaphors for technology use in educational settings.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">107-114</style></section></record></records></xml>