<?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%">David M.  Mulwa</style></author><author><style face="normal" font="default" size="100%">Richard P.  Kimiti</style></author><author><style face="normal" font="default" size="100%">Titus M.  Kituka</style></author><author><style face="normal" font="default" size="100%">Elizabeth N.  Muema</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DECENTRALIZATION OF EDUCATION: THE EXPERIENCE OF 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%">decentralization</style></keyword><keyword><style  face="normal" font="default" size="100%">democratization</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%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405180100.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">30</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to overcome the ever rising challenges facing the Kenyan education. The necessary legal and policy guidelines have also been prepared to guide the administration, management and governance of education, in line with the country’s educational philosophy. The latest educational reform of 2005 was geared towards decentralization of education. For this paper, decentralization is limited to the transfer of decision-making authority to stakeholders at the secondary school level. This paper therefore gives a brief history of educational reforms in Kenya, discusses the challenges facing the Kenyan education, the concept of decentralization and the limitations of secondary schools to promoting it. Lastly, it makes recommendations on what should be done for secondary schools to fully embrace the concept of decentralization in Kenya.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-96</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%">Richard P.  Kimiti</style></author><author><style face="normal" font="default" size="100%">Samuel N.  Waweru</style></author><author><style face="normal" font="default" size="100%">David M.  Mulwa</style></author><author><style face="normal" font="default" size="100%">Elizabeth N.  Muema</style></author><author><style face="normal" font="default" size="100%">Titus M.  Kituka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF THE MATHEMATICAL SKILLS ACQUIRED IN WOODWORK ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS</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%">cognitive skills</style></keyword><keyword><style  face="normal" font="default" size="100%">practical skills</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ achievement</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%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968805</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Economic status of students, gender and family size have been found to affect students’ achievement in mathematics. However, there seems to be limited research on the effects of knowledge and affective skills acquired from other subjects on students’ achievement in mathematics. The research objectives of the study were to determine whether the cognitive and practical skills acquired in woodwork affects students’ achievement in mathematics. The study also sought to find out whether the learning of similar topics in woodwork affected students’ achievement in mathematics. The research methodology applied was ex-post facto design. The study was carried out in four secondary schools which offered woodwork in Machakos County, Kenya and involved a student sample of 158. Data was collected by use of three mathematics tests and a questionnaire for woodwork students. The results revealed that cognitive and practical skills acquired in woodwork have a positive effect on students’ achievement in mathematics. The learning of similar topics in woodwork and mathematics has a positive effect on students’ achievement in mathematics</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-96</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%">Richard P.  Kimiti</style></author><author><style face="normal" font="default" size="100%">David M.  Mulwa</style></author><author><style face="normal" font="default" size="100%">Samuel N.  Waweru</style></author><author><style face="normal" font="default" size="100%">Stephen  Nalelia</style></author><author><style face="normal" font="default" size="100%">Mathew  Muindi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM</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%">integrated topics</style></keyword><keyword><style  face="normal" font="default" size="100%">prevalence rate of drug abuse</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%">October/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406612016.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secondary school curriculum. A survey study was carried out in Machakos District, Kenya. The subjects of the study were drawn from 24 randomly selected secondary schools. A sample of 774 respondents selected through stratified and simple random sampling techniques were used for the study. The sampling matrix comprised of 24 principals, 280 teachers and 470 students. The study utilized five research instruments: three questionnaires, interview schedule and observation schedule. The data collected was analyzed using frequencies, percentages, mean, mode and median. The main findings of the study were: the prevalence of drug abuse according to gender was Boys’ (11.19%), Girls’ (9.58%) and mixed sex (9.49%) schools. The urban schools had a prevalence of 10.73% whereas it was 9.66% in the rural ones. The prevalence according to status of the schools was: Day (13.84%), Mixed Day and Boarding (12.28%), and Boarding (11.54%). The teaching of the integrated topics on drug abuse had helped schools to reduce the drug menace. The topics on drug abuse were integrated in five subjects in the formal curriculum (English, Kiswahili, Chemistry, Biology and Christian Religious Education), the integrated topics were also taught through the non formal (Clubs and societies meetings) and in the informal (class, assembly and dormitory meetings) curriculum. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-63</style></section></record></records></xml>