Abstract: Education systems have gradually adopted partial methods of imparting knowledge to learners by focusing on Academic performance and neglecting the co-curricular. However, there are some schools that have supported the co – curricular activities and consequently have continued to encounter a series of challenges that influence the performance of the co-curricular activities. The Kenyan Education System is not exceptional. This study sought to examine the influence of management of School dynamics on performance in co-curricular activities in Secondary Schools in Malindi Sub County. The objectives of the study were to investigate how management of planning strategies and management of leaders influenced the performance of secondary schools in co-curricular activities in Malindi Sub County. The study was guided by the Systems Theory and educational productivity theory. The research design employed was concurrent triangulation Mixed research approach comprising of qualitative and quantitative data. The target population was 8885 subjects. Stratified random sampling technique was used to select participants. Data was collected through questionnaires and interviews. The qualitative data was analyzed thematically in line with the stated objectives while quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS Version 21). The study found that to a great extent, management of school planning strategies influence performance in co-curricular activities in secondary schools in Malindi Sub County. As a strategy for many schools, the co-curricular were planned by the principal and the games master. School principals used autocratic type of leadership which was more of cooperative for stakeholders.

Abstract: This study assessed the effect of Facilitation, and School Participation on Implementation of Co-Curricular Activities in Iganga District in Uganda. The researcher carried out intensive, descriptive and holistic analyses. Questionnaires were used to obtain findings from respondents. Data was analyzed Using Statistical Package for Social Science (SPSS). The Co-Curricular Activities practiced in primary schools were; conducting field excursions (55%), writing school magazines (58%) though not in all schools, writing competitions with 60% rating, and cerebration of public holidays plus holding parties/picnics (53%), membership to certain clubs (51%) in the distribution and forming drama clubs/teams in schools (58%); self-governance among pupils (53%), and availability of learners’ sports management teams (54%). Results from Linear Regression Analysis showed that Facilitation has a significant negative effect (B = -.178; p<0.05) on the implementation of CCAs or it poses a 17.8% effect on the implementation of CCAs in primary schools.The findings therefore show that both Facilitation (B= -.170; p= .000) and School Participation (B= -.139; p= .046) have negative effects on the implementation of Co-Curricular Activities in Primary Schools in Iganga district. In other words, the study found out that most of the activities meant to be ensured in the implementation of CCAs were not evident in schools, and where they were, stakeholders did not give it much priority.