Abstract: This study investigated challenges facing implementation of Child Friendly School Program in Chesumei SubCounty, Kenya. The sample comprised of two hundred and thirty one teachers. Pilot schools were purposively selected while simple random sampling was used to select non-pilot schools. Data was collected using questionnaires, observation, and interviews. Content analysis was used to interpret qualitative data. Quantitative data was analyzed by use of percentages, means, and standard deviation. The study revealed the following as the main challenges facing the implementation of Child Friendly Schools program; high enrolment, delayed release of FPE funds, vandalism, and gender disparity. The study recommends that teachers, pupils and the community should be sensitized and involved in working towards reduction of challenges facing the CFS program.

Received November 21, 2019; Revised December 27, 2019; Accepted January 7, 2020

Abstract: Technology integration remains a challenge in private and public universities across East Africa, impacting most on the performance of learners and lecturers in universities. The purpose of the paper was to examine the technology integration imbalances/challenges in institutions of higher learning in East Africa. The paper focused at;
East African universities with online publications on technology integration, challenges to technology integration among universities and technology integration challenges common in universities. The paper employed both cross- sectional and correlational survey. The study targeted 50 private and public universities in East Africa. However, based on the literature reviewed, only 20 universities had online publications on technology integration. SPSS was used to analyze collected data for generating inferential statistics while the Content value analysis was used to generate frequencies. Results indicated that, incompetences, inadequate professional development, inadequate resources, low attitude of students and lecturers, resistance of lecturers, inadequate funding and inadequate technological infrastructure were major challenges targeted universities. Results indicated that there was no significant difference (p˃0.05) in technology integration between private and public universities in East Africa. The paper concluded by developing a FITI model for universities and recommends universities to invest in infrastructure and training as the key drivers to technology integration.