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.

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Value Based Education (VBE) is an essential element that impacts moral, ethical, cultural, social and spiritual ideals necessary for holistic development of children. Providing an education on values at an early age ensures that children are directed by these ideologies throughout life. Research indicates that children who adopt values at an early age are confident, competent, independent, and exhibit harmonious social interactions throughout life time. Conversely, increase in juvenile delinquency, disrespect, drug abuse, school dropout, and conflicts in schools creates crisis in contemporary society. In such circumstances, VBE assumes a distinctive role to school deterioration process by strengthening morals and ethics within the society. The study explored influence of preschool teachers in spurring VBE among preschool children in Nairobi County focusing on; self control honesty, fairness, compassion and trust. A survey design was adopted with a target population of 36 public preschools. Purposeful sampling technique was then used to obtain data from 36 preschool teachers though use of a questionnaire. The study established that though teachers inculcate values to children both consciously and unconsciously, there is no planned value education program established on formal learning. The study recommends; regular training of teachers on use of VBE to deliberately foster intercultural understanding, social cohesion and inclusion, as well as need for value oriented programmes focusing on effective pedagogy.

Preparation and management of teaching practice allows for adequate allocation of resources and effective utilization of instructional strategies that permit teacher trainees to adjust to varying situational demands of learning tasks. Teacher trainees with adequate preparation to work facilitate learning process and guide learners in discerning appropriate application of knowledge, skills and attitudes for professional competency. In addition, effective teaching practice begins with authentic preparation through; identifying teaching practice school, attending to briefing prior to posting for teaching practice, gathering teaching practice preparation materials, preparing teaching learning resources and identifying appropriate assessment methods. However, proficiency in preparation and management of teaching practice are among weak areas of professional development in universities in Kenya. If combined with failure in identifying appropriate teaching practice schools, inadequate resources and inefficient class management skills, teaching practice may result in detrimental instructional organization with little concern over learners' needs. This study determined preparation and management of teaching practice process at the University of Nairobi. Anchored on descriptive survey design, the study targeted 68 trainee teachers on teaching practice from 17 Counties sampled randomly. The study used questionnaires and interview schedules to collect data from trainee teachers. For data analysis, the study relied on descriptive and inferential statistics, with data presented using tables and graphs. The results indicated that teacher trainees are adequately prepared for teaching practice. Recommendations advocate for teacher educators to examine relevant preparation strategies and adjustment to ensure that teaching practice is appropriately managed to achieve professional development. Further, Universities and government should create suitable, dependable, diversified and sustainable mechanisms for financing teaching practice exercise.

Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.