Early and forced marriage infringes rights of women and girls globally, undermining initiatives to raise involvement in education, reduce maternal mortality, increase employment and enterprise levels. Parental and Communal involvement in Early and Forced Child Marriage negatively influence Girls' Education, which hinders their participation in social, economic and politics in adulthood. The study focused on constraints, prospects and policy direction for improved participation of women in national development. The target population were young mothers who ideally should be in school but are out of school. The study targeted 30 women who got married before attaining age of 18years thus falling victims of Early and forced marriage. The study used both primary and secondary data; Key data was derived from field research while secondary data were sourced from books, policy documents, conventions and registration and reports as well as school records. Questionnaires and structured interview schedules were utilized to solicit primary data. Findings revealed thatqualityeducation is determinant of perceptions held by parents on practice of early marriage. Weak or non challant altitude on the implementation of policies and legislative frameworks tended to perpetuate repugnant traditional and cultural practices. Again, the belief that girls are a source of wealth in certain communities and amount the poorest segment of the society aggravate the early and forced marriage pandemic. The study recommends review of existing laws to strengthen legal and policy frameworks through adherence to: Registration of Marriages, minimum Age for Marriage, African Charter on the Rights and Welfare of the Child, as well as proceed to set legal standards and prevent early and forced marriage.

Achieving transformational knowledge based economy as provided for in Kenya's Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.

Public universities in Kenya have recorded high enrolment rates in the past two decades due to pressure from the expanded primary and secondary education and increased demand for university education among the working population. At the University of Nairobi, the rapid growth of student population has resulted in a number of challenges, including inadequacy of physical, human and financial resources. Recognizing the critical contribution of non-academic activities such as administrative procedures, financial governance and student quality of life, to academic performance and research achievements in any university, this study investigated the impact of high student enrolments (referred to in this paper as massification) on non-academic activities at the University of Nairobi. The study used both primary and secondary data; primary data were collected through in-depth interviews with university staff, whereas secondary data were obtained from departmental records and key policy documents. The study found that massification had resulted in numerous administrative challenges, financial and governance challenges, and affected the quality of on-campus life for students due to overstretched accommodation, health, catering and games facilities. To address the challenges, the university implemented a number of initiatives including, devolution of funds to cost centres, double-decking and universal computerization to increase efficiency. The study recommends the need for more responsive administrative structures.

During early childhood, the foundations for emotional, social and spiritual well being of children with learning disabilities (CWLD) are laid. The CWLD emotional well being is influenced by all the experiences they go through. It is essential to provide warm, trusting relationships, predictable and safe environment, affirmation and respect for all aspects of children's emotional, physical, social, cognitive and linguistic well being of CWLD. There is need to actively seek to remove the barriers to learning and participation, meet emotional needs in a positive and pro-active way and engender a sense of community in an inclusive Early Childhood Education (ECE) environment. The study assesses the effects of emotional needs on participation of (CWLD) in (ECE) centers in Starehe division in Nairobi County. In its methodology the study uses structured interview and observation as the principle data collection instruments. Likewise, it employed a descriptive research design to gather data. The target population was 5 head teachers, 35 teachers, 20 children aged 4-6 with learning disabilities and 20 parents of children with learning disabilities. Purposive sampling and simple random sampling were used for this study. Analysis was obtained through editing, coding, classifying and tabulation processes. It was established that emotional needs of (self concept, social competence and respect) which teachers effectively engaged yielded encouraging results in an inclusive ECE learning environment. However, the findings draw attention to inadequacies in the current ECE system of identifying emotional needs for CWLD.Despite various studies on CWLD, many issues remain underexplored when it comes to emotional needs Schulte (2002). After realizing the desperate need for quality ECE for CWLD, UNESCO (2006) declared every child's entitlement to a basic education and participation in school and in community. Furthermore, in the year 2000, member states committed to serve vulnerable and disadvantaged children by signing the Darker Framework for Action UNESCO (2001). Currently however, these goals are not met. Stigma, ignorance and neglect are still barriers for participation for CWLD.According to Smith (2007) when CWLD grow up to their best to satisfy their childhood emotional needs and if the needs are not met, CWLD experience emotional pain. To mitigate such emotional pain there is need for ECE curriculum to focus on skills that will foster high participation for CWLD. These skills include (responsibility,

Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children's psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.