<?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%">Maiyo K.  Julius</style></author><author><style face="normal" font="default" size="100%">Jyoti  Bawane</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION AND POVERTY, RELATIONSHIP AND CONCERNS. A CASE FOR 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%">economic growth</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541577.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Poverty has many dimensions and does not merely entail low levels of income or expenditure. According to Sen (1992), poverty is the lack of capability to function effectively in society. Inadequate education can thus be considered a form of poverty. Education is widely accepted as the main exit route from poverty. It is the backbone of growth and development of individuals and the nation. However, its achievement continues to elude many who are poverty stricken. This paper articulates the issues of education and poverty which is related to that of chicken-egg relationships. The study used secondary data from eight provinces in Kenya. The study correlated the poverty headcount with the educational indicators. It emerged from the data that provinces which had less poverty levels (Central-30.4% and Nairobi 29.5%) experienced high literacy rate, high enrolment and low dropout rate, while regions which had higher levels of poverty headcount (North Eastern-73.9% and Coast-69.7%) experienced low literacy rates, and poor academic performance. The study Concluded that extreme poor are denied access to education, poverty hampers learning in developing countries through poor nutrition, health, home circumstances, quality, costs and inadequate resources for education. The study recommends the government to introduce/re-introduce/strengthen school feeding programme, subsidize </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">72-85</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%">Gladys  Ngao</style></author><author><style face="normal" font="default" size="100%">Maiyo K.  Julius</style></author><author><style face="normal" font="default" size="100%">Mulwa M.  David</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN INVESTIGATION TO THE EFFICACY OF FREE PRIMARY EDUCATION IN WITHDRAWING AND MAINTAINING CHILDREN FROM CHILD LABOUR IN KIAMBU 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%">child labour</style></keyword><keyword><style  face="normal" font="default" size="100%">efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=924380</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is estimated that about 250 million children aged between 5-14 years were working world wide by the year 2006, at least 120 million were working full time and close to 80 million in hazardous work. These are children who either have no education at all or have had very little education. The study was geared to investigate the efficacy of free primary education in withdrawing children from child labour and maintaining them in primary schools. The study was conducted Kiambu district. The study used descriptive survey research design, the sample size was 70 respondents comprising of: 32 pupils, four head teachers, 16 teachers, and 16 parents, Kiambu District Quality Assurance and Standards Officer (DQASO)and the Secretary of Kiambu District Child Labour Committee (SDCLC).The study employed purposive and simple random sampling design to pick the respondents. Data was collected by use of questionnaires and focused group discussion. The study employed descriptive survey statistics to analyze data obtained. 
The major findings were that most schools did not have any orientation programmes for children withdrawn from child labour (CWCLs), and guidance and counseling programmes were not effective mainly because of the understaffing in the schools. The study established that most schools had various limitations in maintaining CWCLs and did not have any mechanism through which they could reach out to the children who dropped out of school. The study recommended among others that the government in conjunction with NGOs working against child labour should establish feeding programmes in the affected 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%">29-42</style></section></record></records></xml>