Received June 11, 2020; Revised June 19, 2020; Accepted June 21, 2020

Abstract: Children’s early development and learning are influenced by various systems that including the micro system (e.g., school financial capability), meso system (e.g., Government-school partnership), exo system (e.g., community type, early education policies), and macro system (e.g., school culture). Given the need of early education studies, the study focused on choice of instructional resources by the teacher’s in the short term and in the long term, the study determined the influence of teachers in children’s early learning outcome, with a particular focus on teachers’ perceptions on availability of
instructional resources. Based on data collected using self-administered questionnaires from 341 Early Child Development Education (ECDE) teachers, the findings indicated that teachers had no access to overhead projectors, television and radio, DVDs and CDs, internet, computers, online databases and mobile phones instructional technologies. The implication for policy the government should prescribe the minimum resources available for use by preschool teachers in ECDE centers countrywide to ensure that all preschool children are afforded a quality start to education.

Received April 5, 2020; Revised June 25, 2020; Accepted June 26, 2020

Abstract: Central Government Releases conduct decision making closer to people to improve governance and service delivery. This study was conducted to establish whether financial releases and social accountability practices had a significant effect on service delivery in Mayuge Local government, Uganda. The study adopted both descriptive and explanatory research design to identify, analyze and describe the relationship between variables. The study population was Mayuge Local government officials from all the counties. This study used multiphase sampling technique to select
the subjects of study. A pilot test was conducted to detect weaknesses in design and instrumentation. Cronbach’s alpha
was used to test for internal reliability of each variable used in the study. Data analysis was done using descriptive statistics, correlation, and regression analysis. The findings revealed that government releases had a significant effect on service delivery in Mayuge Local government in Uganda. Specifically, the study found that financial releases and social accountability practices all had positive and significant effect on service delivery. However, social accountability had a significant effect on service delivery independently but not jointly. The study concluded that government releases had a significant effect on service delivery. The study recommends that financial releases and social accountability
practices need to be facilitated to improve service delivery in Mayuge Local government in Uganda.

Received June 2, 2020; Revised June 20, 2020; Accepted June 22, 2020

Abstract: The study investigated the influence of virtual Physics laboratory on speed and accuracy of connection of electric circuits by trainees from Craft Certificate in Science Laboratory Technology (CCSLT) in tertiary institutions in Kenya. The target population was all the trainees in the CCSLT course and their trainers. The sample consisted of 53 Second Year Physics trainees and four trainers from The Kisii National Polytechnic. A quasi-experimental design with the experimental (virtual-lab) (N= 27) and control (no-virtual-lab) (N=26) groups, was used. The virtual lab group practiced in a virtual lab while the no-virtual-lab group used the Conventional Laboratory. Both groups were subjected to a pretest and a post-test lab test using a Practical test observation checklist. Experts approved the experiment before use. A Spearman’s Correlation Coefficient, r = 0.94 was obtained. A t-test, means and standard deviations to test two null hypotheses at 0.05 levels of significance. The tcal= 0.056, df = 50, p = 0.956; Cohen’s d = 0.02; implies the mean scores in connection accuracy between the virtual lab and the non-virtual lab trainees in the post-test were not significantly different. The tcal = – 4.391, df = 50, p = 0.000; with Cohen’s d = -1.22; the virtual lab trainees recorded significantly shorter mean time of circuit connection than the non-virtual lab trainees. The study recommends that trainees should be granted an opportunity to engage in virtual hands-on Physics to supplement physical laboratories.

Received June 1, 2020; Revised June 12, 2020; Accepted June 14, 2020

Abstract: English is both compulsory and examinable subject in secondary schools and second language to most Kenyans. Many learners have problems in the four language skills. Although learners will have been taught English through primary school, there is much they need to do to enhance their mastery of English. This study was prompted by dismal performance in English in Marakwet Sub-counties at KCSE examinations taking into consideration that examinations are mainly expressed through the written mode. This paper, therefore, examines learners’ roles in Communicative Language Teaching approach in writing skills in schools. The study adopted Krashen’s: The Input Hypothesis and it employed the descriptive survey design. The study population comprised 33 schools. Simple random sampling was used to select 11 schools and 121 Form Three students. Purposive sampling was used to select 11 teachers. Questionnaire, interview and observation schedules were used to collect data. The data was analysed descriptively using Statistical Package for Social Sciences version 21. Findings revealed that teachers considered students to be at the centre of teaching writing skills. Majority of the respondents felt that the teacher should be designing writing activities. Students felt that teachers should encourage learners to learn by themselves through own efforts to communicate in writing. The study recommends that more time should be allocated to writing skills, learners given adequate opportunities and activities to engage in and regular use of captivating essays among others. These findings are invaluable to teachers, learners, language educators and English curriculum developers in efforts to improve writing skills.

Received June 3, 2020; Revised June 12, 2020; Accepted June 14, 2020

Abstract: The study sought to explore the influence of social worker values on Child protection interventions in Kajiado North Sub-County. It was guided by eclectic theory and used mixed method design, specifically convergent parallel. Census was used for two categories while for the rest purposive and random sampling techniques were used. 223 respondents were selected; 9 administrators, 18 social workers, 183 Orphans and Other Vulnerable Children (OVCs) sampled and 16 key informants. Data was collected using questionnaires, interview guides, focused group discussion guides and key informants guides. Quantitative data analysis was done using SPSS and presented by use of descriptive statistics while qualitative was done using thematic concepts and verbatim expressions. The results indicated that the major social work values (service, social justice, Dignity and worth of the child, Importance of human relationships, and Competence) influenced appropriate child protection interventions and social worker’s attitude is key and compliments them. For OVCs social worker fighting for their rights, going an extra mile to help them, respecting their opinion and giving them room to decide on matters concerning themselves was very important to them. The recommendations include; social workers, need to make deliberate efforts to engage children, show them love, care, understanding and treat them like their own children; Employers should engage professional social workers since children are sensitive and require a social worker with the right training, experience, attitude, character and conduct; obtain regular feedback from OVCs and ensure they undertake background check to establish social workers suitability to work with children.

Received May 28, 2020; Revised June 4, 2020; Accepted June 12, 2020

Abstract: Over 800 million people in the world are food insecure whereby 180 (23%) million are found in the Sub Saharan Africa. The study set out to establish the relationship between temperature and food security in Kassebwera parish, Butenga Sub County, Bukomansimbi district, Uganda. The study employed both cross-sectional and descriptive survey designs which included mixed methods data collection approaches. The study targeted 1996 people from whom 322 respondents were determined using Krejcie and Morgan (1970) sample size formula. The study employed both purposive and simple random sampling techniques to select the respondents. Data was collected through observation schedule, interview guide and questionnaire. Data was analysed by SPSS (v.16) and content value analysis. Results revealed that, temperature had effects on food security (β= 0.176) that is, unit improvement in temperature results into 0.176 enhancement in food security. Results show a positive significant relationship between temperature and food security (r = 0.197; p < 0.01). The study recommended that, efforts by respective district authorities should be devoted to activities that promote and maintain ideal temperature conditions, awareness and capacity building on sustainable agricultural practices should be enhanced among the households to adapt to temperature changes and their effects on food security.

Received December 22, 2019; Reviewed March 23, 2020; Accepted June 7, 2020

Abstract: Teacher capacity to implement inclusive education is critical to implementation of inclusive education. However, there are concerns that preschool teachers lack adequate capacity to implement inclusive education. The study sought to investigate how the capacity of preschool teachers influenced the implementation of inclusive education in public preschools in Belgut Sub-County. The specific objectives of the study were to: Assess the influence of training of preschool teachers, the preparation of individualized Education Plan, and classroom managerial skills on the capacity of preschool teachers to implement inclusive education in Belgut Sub-County. The target population comprised of 160 pre-school teachers and 65 primary school head teachers from 65 pre-primary schools. The study employed descriptive survey design. Krejcie and Morgan Table (1970) and stratified random sampling technique to sample 113 pre-primary school teachers and 56 primary school head teachers. Data were collected using preschool teachers’ and the head teachers’ questionnaires and analysed by the help of Statistical Package for Social Sciences (SPSS computer programme (SPSS), version 22 using descriptive statistics and the results were displayed using frequencies and percentages. The study findings found that most preschool teachers had attended in-service training courses, workshops and seminars on inclusive education, were trained in inclusive practices, and had good classroom managerial skill. However, slightly more than half (55.8%) prepared Individualized Education plans. The study recommends that preschool teachers’ training programmes should emphasize on preparation and use of Individualized Education Plans and the headteachers should supervise teachers to ensure that they prepare IEPs for children with special needs.

Received May30, 2020; Reviewed June5, 2020; Accepted June7, 2020

Abstract:This study evaluated the impact of microfinance non-financial services on the socio-economic and environmental status (SEES) of low-income households in Kicukiro District, Rwanda. Precisely, it examined “the extent to which SEES of deep-rooted MFI clients exceeds that of non-MFI clients in Kicukiro District, Rwanda.” This study is impartant due to the fact that the non-financial services coupled to financial services allow low-income households to optimally invest, aquire productive assets and increase their management skills.The study used mixed methods research to attain the objective. It collected quantitative data using a structured questionnaire (schedules) from the intervention group of 389 households (deep-rooted MFI clients) and a regulator group of 111 households (non-MFI clients) . This research used SPSS version 22 for quantitative analysis. The correlation analysis revealed that the microfinance NFS affects the SEES at (0.073) Pearson correlation coefficient with 0.152 p-values. The independent t-test showed that, on average, the SEES of deep-rooted MFI clients was 2.246 million SEES higher than that of the non-MFI clients; t (249.47) = 5.83 with p = .000. This study used NVivo 10 to analyze data from in-depth interviews and focus group discussions thematically. The qualitative findings triangulate the quantitative results. This study concludes that microfinance non-financial services have a low negative and insignificant impact. It recommends that MFIs should make sure that they associate non-financial with financial services. Moreover, policymakers and regulators should reinforce the policy to promote much more non-financial services models to enhance the financial capabilities of their clientele.

Received April 14, 2020; Revised May 5, 2020; Accepted May 31, 2020

Abstract: The Kenyan government has been making efforts both pre and post-independence towards value-based education. However the Kenyan students do not seem to display the desirable character and values, which could be evidenced by the violence in schools and the decay of morals among the young people. This study sought to establish the role of the teacher as a role model in character formation in a classroom setting selected secondary schools in Kiambu County. A sample of 304 participants was drawn from a target population of 1,013. Structured questionnaires were used for data collection from both teachers and students. The quantitative data was analyzed using SPSS and the qualitative data was analyzed through content analysis. The study established that the teachers are indeed aware of their role as teachers, models and guides for character development. The students indicated awareness of character formation and considered it important in their lives, however, it was clear that time was not deliberately allocated and neither were students given opportunities to practice the traits they were learning outside of school. Tension was also noted between the character traits emphasized and exams. The study concluded that even though the teachers indicated that they played the role of character guides in the classrooms, the students interpreted the traits taught in the light of the exams. This pointed out that traits like hard work, honesty and giving of rewards were all practiced in connection to passing exams. These were in turn overtaken by the negative effects of the ‘mean score’ culture like cheating in exams, which most students said they would, if they knew they would not be found out.

Received December 8, 2019; Reviewed May 26, 2020; Accepted May 27, 2020

Abstract: Post-independence ethnicity conflict recurs before and after every election in Burundi. The current conflict which started in 2015 is political rather than ethnic in nature. Since the election season started, fighting leading to civil war reemerged and a number of people have been displaced, killed, injured, tortured and others have traumatic mental illnesses. Anchored on conflict theory, the study investigated the implications of political conflict on sustainable livelihoods security at
household level. It predominantly adopted mixed research design, which embraces qualitative and quantitative approaches. A sample of 102 respondents was determined through the use of multi-stage sampling technique, probability and nonprobability sampling procedures to sample target groups namely family members (parents), community leaders and the youth. Observation checklist, interviews, content analysis guide and questionnaires were the key instruments used for data collection. Themes were built as they emerged from the qualitative verbal expressions of the observation units, while quantitative data were analysed by use of the Statistical Package for Social Science (SPSS) Version 20. The findings revealed that intolerance in politics, leaders’ selfishness; stereotypes based on regionalism, ethnic membership and class were the main sources of discrimination in politics, which adversely affected the means of survival in different households. The study concludes that livelihoods securities (farming, employment, trade, mining, transport, education systems and culture) were negatively affected by political conflict at household level. The study suggests the following recommendations: government
authorities and other stakeholders should create peace and harmony among the community members and control social strive during elections to promote mutual co-existence and sustainable survival mechanisms of the citizens.