Abstract: This study assessed the implementation and perceived effectiveness of Comprehensive Sexuality Education (CSE) in secondary schools within Mpongwe District, Zambia. Employing a qualitative descriptive survey design, data were collected through questionnaires and semi-structured interviews from a purposive sample of 10 respondents, comprising biology teachers and headteachers across three schools. The findings reveal a significant gap between national policy and local practice. While educators expressed overwhelmingly favourable perceptions towards CSE and endorsed a comprehensive curriculum, its implementation was found to be inconsistent, under-resourced, and marginalised within the existing syllabus. Key barriers identified include a critical lack of specialized teacher training, a scarcity of instructional materials, and educators’ personal discomfort in delivering sensitive content. The study concludes that the primary obstacle to effective CSE is not educator opposition but a systemic failure in capacity building and support. It recommends a fundamental curriculum reform to establish CSE as a standalone, timetabled subject; the urgent scaling-up of continuous, practical teacher training; and the development of a reinforced national policy supported by community engagement to ensure standardised, effective, and culturally responsive implementation.

Abstract: This study examined the impact of selected human resource management (HRM) challenges on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. CBE was introduced in Kenya in 2017 to equip learners with skills and competencies relevant to the 21st century. However, its success depended largely on effective management of human resources, particularly teacher recruitment, training, motivation, and supervision. The study adopted a descriptive research design to analyze how HRM challenges affected CBE implementation. A sample of 317 respondents, including head teachers, teachers, and sub-county directors, was drawn using stratified random sampling. Data were collected using teachers’ questionnaires and interviews guides for headteachers and Sub-county Director of Education and analyzed through descriptive and inferential statistics. The findings revealed that inadequate teacher training, weak recruitment strategies, lack of induction and continuous professional development, limited communication between teachers and policymakers, and high workloads significantly hindered effective CBE implementation. Teachers also exhibited resistance to change, partly due to insufficient preparation for the new pedagogy. Although regression analysis indicated that HRM challenges explained only a small portion of the variance in CBE implementation, qualitative data confirmed their pervasive influence on instructional quality and teacher motivation. The study concluded that addressing HRM constraints through structured training, effective recruitment, mentorship, workload rationalization, and strengthened feedback mechanisms is vital for sustaining CBE reforms. It recommended institutionalizing continuous professional development and improving teacher support systems to enhance curriculum delivery and learner outcomes.

Abstract: Learners with hearing impairment in inclusive secondary schools in Kenya continue to face major challenges that hinder their academic and social development. Despite inclusive education policies, many schools lack the necessary resources, trained personnel, and communication support systems to adequately meet the needs of these learners. This disconnect between policy and practice undermines the right to quality and equitable education for students with hearing impairments. This paper examined the challenges encountered in teaching learners with hearing impairment in inclusive secondary school settings across Kenya. It employed secondary data analysis, drawing on peer-reviewed articles, government policy documents, and international organization reports published between 2018 and 2024. Data were thematically analyzed to identify recurring barriers and evaluate current practices and interventions. Findings revealed that most teachers lack proficiency in Kenyan Sign Language (KSL) and receive minimal training in inclusive pedagogy. A critical shortage of qualified sign language interpreters, poor adaptation of instructional and assessment materials, and widespread stigma against deaf learners were also reported. Although policies such as the Special Needs Education Policy (2018) exist, weak monitoring, limited funding, and minimal community engagement hinder their implementation. However, schools collaborating with disability organizations or using peer-support strategies achieved better outcomes. The study concludes that realizing meaningful inclusion for learners with hearing impairment requires reforms in teacher education, curriculum adaptation, policy enforcement, and stakeholder coordination. Recommendations emphasize enhancing professional development, increasing resource allocation, adapting inclusive curricula, and raising public awareness to promote equitable learning environments for all learners, regardless of hearing ability.

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.

Abstract: The study aimed at establishing the relationship between study habits and mathematics proficiency of teacher trainees’ in primary teachers’ training colleges in southwestern Uganda. The specific objectives included establishing study habits of Teacher Trainees in PTCs in South Western Uganda, assessed the level of Mathematics proficiency in general arithmetic skills among teacher trainees in PTCs in South Western Uganda and determined the relationship between study habits and Mathematics proficiency of PTC Trainees in South Western Uganda. The study adopted a correlational design, using quantitative approach. The population was 254 teacher trainees in PTCs in South Western. All the teacher trainees in PTCs in South Western from the 6 PTCs were considered by proportionate sampling. The findings revealed that the study habits of Teacher Trainees in PTCs in South Western Uganda were low mean=2.562, std deviation= .3837), level of Mathematics proficiency low (mean=5.6969, std deviation=1.4926). There is a statistically significant high and positive correlation between study habits and mathematics proficiency (R = .686**, p = .000). The study concludes that study habits of Teacher Trainees in PTCs in South Western Uganda is low, the level of Mathematics proficiency low and study habits are important towards improving mathematics proficiency of PTC Trainees in South Western Uganda. The study recommends those PTC administrators, policy makers, and other stakeholders in education: should ensure study habits of Teacher Trainees in PTCs for improvement through training, mentoring and continuous assessment, they should improve mathematics proficiency of PTC Trainees in South Western Uganda.

Abstract: The study aimed to investigate the challenges of teacher deployment in public junior secondary schools within Nandi County. The objectives included identifying factors influencing teacher deployment and distribution. The study participants included 64 teachers, 32 principals and one County Director of Education. Guided by the Discrepancy Model, the research employed a descriptive survey design and purposive sampling to select participants from four junior secondary schools in each sub-county. Data was collected through in-depth interviews. Analysis was done using emergent themes for qualitative data, offering comprehensive insights into the complexities of teacher deployment. Data was presented in figures 1 to 5. Majority of participants highlighted significant challenges related to teacher deployment, including large student populations exceeding the capacity of available teachers, inadequate resources, and discomfort teaching unfamiliar subjects due to lack of training. Additionally, political influence and administrative dominance were identified as contributing factors to uneven teacher distribution and high rates of teacher mobility, further exacerbating the challenges faced by JSS teachers. These findings underscore the urgent need for policy reforms and strategic interventions to address teacher deployment challenges and improve the overall quality of education in public JSS. Furthermore, the study revealed that inadequate teacher distribution directly impacts the quality of teaching and learning in public JSS. High teacher workload, exacerbated by uneven distribution and teacher shortages, compromises personalized attention and effective learning experiences for students. The study also identified recommended strategies for government intervention, including employing more trained teachers, considering subject combinations during deployment, improving facilities and resource allocation.