Although studies have shown that involving students in decisions that impact their educational outcomes may improve their academic performance, little effort has been put in collating students' views on the appropriate extent of such involvement. Students are key stakeholders and beneficiaries of educational outcomes, as well as determinants of examination results. It is therefore important to study the impact of their inclusion into the school key decision systems. Using data from twelve public day secondary schools in Embu West Sub-County of Kenya, this study attempted to seek the views of students on the effect of their involvement in decision-making on two different fronts: choice of schools in which to enroll and formulation of school rules and disciplinary measures for school rule-violators. It was found that students' involvement in the key decisions of their educational process produces motivation, a sense of ownership and therefore a higher inclination to abide by the set rules, personal drive to meet the individual and collective goals, and an overall higher academic performance. It was recommended that students should be involved at all decision-making levels to the extent that is possible and plausible.

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The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43 preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews, observations and a documentary analysis. A content analysis was used to examine the data collected. A main finding was that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquire relevant skills for their growth, development and survival. Another finding was an indication of a link between children who had mastered the life skills and academic performance. The study recommended the need to develop clear policy and supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.

BackgroundPreschool education in Kenya is aligned towards positivistic model of teaching and learning, and the fate of children in difficult circumstances is not addressed in the teachers' education and training. The Organization for Economic Cooperation and Development (OECD, 2009) has suggested that the persistence of 'outmoded' transmission models of teaching in global education systems is a barrier to effective learning. In the same context, reflective teaching approach has been advanced as a way out of teachers' predicaments and as a counteraction against the effect of bureaucracy, centralization and control. In this state, teachers are seen solely as deliverers of a fixed curriculum and are not treasured as reflective professionals (Brookfield, 2002). Absence of reflective teaching approach and other alternatives to address children's social emotional competences (SECs) in Molo Sub-County, Kenya made this study worthwhile.Osterman and Kottkamp (1993) place reflective practice in a constructivist paradigm grounded in (Bruner, 1996) improved theory of constructivism. They term this practice as an experiential learning cycle (Kolb, 1984) consisting of four stages: concrete experience, assessment, re-conceptualization, and testing in new situations. This includes the way teachers think and then write reflectively in journals (Larrivee, 2009).Reflective teaching approach involves an ongoing process of examining and refining practice variously focused on the personal, pedagogical, curricular, intellectual, societal, and/or ethical contexts associated with teaching and learning (Coles& Knowles, 2000).One way teachers can be critically reflective is through journaling (Brookfield, 2002; Larrivee, 2009). According to Larrivee ( 2009), journaling should be thought and written based on experiential learning cycle. Journaling, as an individual activity, teachers put their thoughts, ideas, feelings and reflections (Gilmore, 1996). After observing what is actually happening in the classroom and school, teachers keep notes in either, dialogue journals,

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