One of the most significant current discussions in the education arena is the provision of quality education. Education in Kenya is considered as basic tools for sighting poverty and ignorance, that is why it is considered as a basic right and basic need for every child to get education. The study focus on the following factors such as school-level factors with specific focus on; teacher qualification, socioeconomic factors and community involvement to improve quality of education. Nomadic pastoralist is a subsistence system based on domesticated animal's production. There two forms of pastoralist nomadic and transhumance. Nomadic pastoralist do not have permanent settlements and often follow a seasonal migratory patterns whose living destinations are determined by needs of the herd animals for water and fodder; Pastoralists are seen as a minority community whose way of life and values are poorly understood and threatened by dominant social and political forces. The mobility of nomadic communities is likely to be affected by poor retention of teachers in rural areas. Owing to the generally low education levels in these communities, it is difficult to recruit enough teachers from the region. Therefore the areas are characterized by hash ecological zones that are prone to periodic droughts, low unreliable rainfall and a fragile environment that is subject to degradation. The lifestyles of the communities in the areas are also highly vulnerable in terms of poverty and insecurity. Due to unpredictable weather pattern that are characterized by inadequate rain full, nomadic pastoralist practices a mobile lifestyle in order to balance the water and grazing requirements of their livestock. There some hindering factors to girls' education and among these factors are the negative attitudes of the girls' parents and communities towards education such as boy-child preference, female genital cutting (FGC), early marriage, and excessive girl-child labour are the orders of the day. Given the prevalent high levels of poverty, provision of opportunities and material resources for girls' education was very limited. The main recommendations were community sensitization and mobilization, girls' own actions to pressure their parents to take them to school, provision of all-girls' schools staffed by female teachers, and grants and bursaries for poor bright girls.

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The drive of the research was to examine the relationship between teacher establishment and student academic performance in Balambala Sub-County in Garissa County, Kenya. The target population was 6 principals and 55 teachers. The study was based on both Hertzberg's expectancy and motivational models. The research employed both quantitative and qualitative approaches that adopt a descriptive research design. The Census method was used to sample the population. The study utilized questionnaires to collect data from teachers and interviews with principals. Quantitative data from the questionnaires were analyzed using the spearman correlation test while data from interviews were analyzed verbatim. Research findings showed a significant relationship between teacher establishment and student academic performance. Interview responses obtained from the principals and teachers revealed that the main reason for poor academic performance was inadequate teacher recruitment and deployment of TSC teachers coupled with transfers due to insecurity.

Purpose: The purpose of this study was to establish the relationship between teacher characteristics and school effectiveness in relation to students’ academic performance in Kenya certificate of primary examination (KCPE). Methodology: The study was conducted in Mandera West Sub-County, Kenya and the target population comprised of teachers of 15 head-teachers, 65 teachers and 300 students of class VIII. The study applied a causal comparative research design.  A questionnaire was used for data collection and document analysis. The data collected was analysed using Excel software program. Basic statistical techniques were used to analyse various items in the questionnaire. These include calculating the averages, frequencies and percentages. These statistical techniques were used to make comparisons in the various data collected. Three hypotheses were tested at the 0.05 level of significance using correlation, t-test, and single factor analysis of variance. Results: The results showed that there was a positive   relationship between teacher characteristics and school effectiveness in relation to students’ academic performance in KCPE. However, the analysis shows that there was a positive relationship teacher characteristics and student’s academic performance. From the research finding there was a strong relationship between school effectiveness and academic performance of students. Unique contribution to theory, practice and policy: Conclusions on the variables analysed were finally drawn from these comparisons. The study concludes that school effectiveness and academic performance of students have strong relationship towards KCPE performance.