The study sought to determine the influence of gender, Teachers Service Commission (TSC) adherence to career progression policy guidelines and tutors' exposure to professional development on career progression of tutors in primary teachers training colleges in Kenya. This study was a descriptive survey with 264 tutors randomly sampled from eight Public Primary Teacher Training Colleges. Out of the 264 sampled, 207 tutors returned the questionnaires for analysis. Data was collected using a questionnaire for tutors, interview schedule for Principals and TSC officers. One way Chi-square and linear regression analysis (at α = 0.05 level of significance) were used to test the relationship between each variable and tutors career progression. The study found that gender was not significantly related to tutors' career progression. Further analysis revealed that exposure to professional development influenced tutors career progression positively. The study concluded that tutors' gender did not have any significant relationship with career progression.However, exposure to professional development and adherence to policy guidelines by TSC influenced career progression positively, which is positive result for this study. The study recommended that there is also need to increase the number of appointive positions in Primary Teacher Training Colleges to provide tutors with more chances of career progression. Above all the study recommended that tutors should be regularly exposed to professional development so as to update their skill and competence.

Introduction: Kenyan teachers showed signs of plateauing in employment. This research examined whether the career plateauing was related to of teachers seeking postgraduate studies. Purpose: The study aimed at determining the types of career plateuing faced by public school teachers in secondary schools and to determine the relationship between career plateauing and the decisions of teachers to undertake different postgraduate courses. Methodology: The research employed correlational study design. The target population was 5,022 teachers, and 304 from Nyandarua and 348 from Murang'a Counties. A representative sample was determined using the formula by Krejcie & Morgan, which is used to calculate a sample size of 652. A questionnaire was used for data collection, and its relevance was reinforced by the experience of supervisors and other lecturers at the university. Test-Retest methodology was used to determine the reliability of the questionnaire and found a correlation coefficient of 0.86. The data were analyzed using descriptive and inferential statistics. Pearson Product Moment correlation coefficient, variance analysis and chi-square were used at 0.05 level of confidence. Results: Most teachers in the study did not experience career plateauing. There was a significant relationship between structural plateauing and nature of postgraduate course attended although there was no significant relationship across the entirety of the courses attended and overall career plateauing. Recommendations: The Teachers Service Commission should create a consistent roadmap for teachers' career development to address career plateauing and, in partnership with the Ministry of Education, should improve teachers' skills upgrades through capacity-building initiatives that should form the basis for promotion.

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SocioEconomic Factors That Influence Dropout among Boys in Secondary School in Muthambi Division 1. Introduction The Government of Kenya (G.O.K) has supported provision of education as away of developing the human capital (Republic of Kenya, 1965). It supported the establishment of 'Harambee' schools, introduced cost-sharing between the government, parents and community and curriculum Rationalization (Republic of Kenya, 1999) as a way of making education cheaper, affordable and accessible. Recent policy initiatives have been keen on attaining education for all (EFA) with particular interest in equity, quality, relevance and internal and external efficiencies within the education system. According to sessional paper no.l of 2005, on a policy framework for education training research, the government has a long term aim of providing every Kenyan with basic quality education and training, including a 2 year pre-primary education, 8 years of primary and 4 years of secondary/technical education. The provision of education has been seen as a way of reducing the income gap between the affluent and less fortunate. According to Woodhall, UNESCO-IIEP & International Development Authority, Swedish (2019) education also helps to eliminate poverty because it is an investment. According to Gramani (2017) dropout and repetition have regressive effects on equity in the education system and the economic profiles of drop out and repeaters show the phenomenon is most common among students from low income socioeconomic background. Various policy initiatives have been put in place to curb the dropout problem. These include cost sharing policy in secondary schools where the government takes care of tuition fees and the students only need to pay for their upkeep in schools. Establishment of Bursary award from Government to students through constituencies and establishment of more day schools are not adequate in solving the problem of drop out in schools. The fear in the escalating drop out in secondary schools is that the education system will actually perpetuate and increase inequality. Nationally drop out leads to unemployment. Many factors could be responsible for student dropout in secondary schools. These include poverty, administration problems in schools, and the background of the student, among others. If the dropout is not checked it will reduce the public and private and social benefits of education. The youth that drop out could enter into socially unacceptable activities such as; stealing, prostitution and illegal trade. Kenya is signatory to the MDGs thus adequate measures should be put in place to bring equity in education provision by increasing survival, completion, transition rates and reducing drop-out. Many governments in developing