Purpose: There is a current anxiety on the increasing occurrences of tragedies in secondary schools in Kenya. This makes it essential to explore the stakeholders’ contribution in terms of security management outcomes. The aim of this research was to explore the influence of stakeholders’ contribution on security management outcomes in public secondary schools in Mandera County, Kenya. Methodology: Theories guiding the study were the Stakeholders’ and the Securitization. The study used mixed methodology and the concurrent triangulation design. The targeted population was 381 participants and involved principals and teachers. Questionnaires were used for teachers while interviews were used for principals. Quantitative data were analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. Findings: From the research findings, it was concluded that there was good participation of every stakeholder following the indicators that were put in place. It was seen that there was need for the boards of management to go deeper into their involvement and make sure that the school communities were seeing them in action. Unique Contribution to Theory, Policy and Practice: The stakeholders’ and the securitization theories were utilized to prepare and alert schools for disasters consecutively hence contributing to the issues in the study. The study established that there was meaningful contribution from the stakeholders which was commendable. It was concluded that more efforts from the boards of management be put on stakeholders’ contribution. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools.

Lack of relevant and adequate data on the effectiveness of industrial attachment exposure and employability skills of trainees in Technical Vocational Education and Training (TVET) institutions in Nairobi and the mismatch of skills needed by labour market and those acquired by TVET trainees. The purpose of this study was to examine the effectiveness of industrial attachment exposure in developing the employability skills of trainees in TVET institutions in Nairobi County. The study was guided by the Skills Acquisition Theory and adopted the mixed research methodology. Researcher used the concurrent triangulation design. The target population was 3,940 participants which included 3,480 trainees, 174 liaison officers, 261 trainers and 25 supervisors. The sample size was 230 participants. These were:180 trainees, 20 liaison officers, 10 industry supervisors and 20 trainers. Random sampling was used to select the trainees and the trainers, while purposive sampling was used to select the liaison officers and the industry supervisors. Questionnaires were used to collect information from the trainees and liaison officers. Interview guides were administered to the industry supervisors, while focused group discussion was used to collect information from the trainers. Questionnaires were used for data collection and were content and face validated, then their reliability was determined using Cronbach’s alpha. Alpha value of 0.800 was achieved and the tools were judged reliable. Quantitative data was analysed using descriptive and inferential statistics (the Chi-square test) and presented in tables, frequencies, percentages. Qualitative data was presented thematically through narrative and analysis. Findings from the study established that industrial attachment exposures influenced the development of employability skills. The study thus recommended harmonization on the level of skills exposure during attachment with TVET programmes/course content. The study further recommended the need for TVET institutions and the industries to work together to strengthen skills exposure in line with industrial attachment general guidelines.

Security issues as academic and professional responsibility began after the post-World War II. It was generally regarded as a sub study of International Relations and until the time of the Cold War, it was a field of education propelled by the Anglo-American thoughts. In NEP schools are functioning without teachers, counting Mandera where the investigate was carried out. This was catapulted by the Mandera bus ambush by the Al Shabaab. Thus, the current study explored the power of stakeholders’ security plan implementation in security management outcomes with empirical lessons drawn from Public Secondary schools in Mandera County, Kenya. The study was guided by the Stakeholders’ Theory and the Securitization Theory using mixed methodology. The study targeted a population of 17,756 subjects with a sample size of 738. Two pairs of questionnaires were used to collect data from teachers and learners while interviews were used for principals, education officers, and BoM chairs. An observation checklist was also used to collect data on security management outcomes. The research instruments were piloted in 2 schools in Wajir County. The instruments were validated by experts in educational planning and management while test-retest technique was embraced to ascertain reliability for each of the questionnaire item yielding a Cronbach’s Coefficient Alpha of at least 0.700. Numerical facts were scrutinized in descriptive and inferential statistics using tables, occurrences, %s, and Chi-square. Non-numerical facts were offered by thematic scrutiny in narrating format. The study found that the schools knew what the government wanted from them in terms of giving a specific manual to all institutions. It was seen that the schools should know about the set guidelines to secure their learners. The study recommends that the safety committees should be put in place in schools and their functionality.

Purpose: There is present fear on the swelling incidents of disasters in institutions in this country which makes it necessary to explore the risk assessment in schools. The aim of this research was to explore the influence of risk assessment on security management outcomes in public secondary schools in Mandera County, Kenya. Methodology: Theories guiding the study were the Stakeholders’ and the Securitization theories. The investigation employed mixed methodology and the concurrent triangulation design. The target population was 400 participants and involved principals, teachers and education officers. This included all the secondary schools and all the 18 education officers in Mandera County and the 58 principals, 324 teachers. Questionnaires were used for teachers while interviews were used for principals on security management outcomes. Quantitative data were analyzed in descriptive statistics and presented by tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. Findings: From the research findings, it was clear that there were efforts made to assess risks but there was also need to beef up the same since it was not adequately done. There was lack of visits from the government to enhance safety of students in schools. Unique Contribution to Theory, Policy and Practice: The stakeholders’ and the securitization theories were used to alert schools and prepare them for calamities consecutively hence contributing to the issues in the study. The study established that risk assessment needed to be prioritized in spite of the fact that some efforts were being made. It was concluded that more efforts be put on risk assessment. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools. It was recommended that the Ministry of Education be active in doing necessary checks on risk assessment and be sending security teams in schools