In the present paper, we formulate a new mathematical model for the dynamics of moral corruption with comprehensive age-appropriate sexual information and provision of guidance and counselling. The population is subdivided into three (3) different compartments according to their level of information on sexual matters. The model is proved to be both epidemiologically and mathematically well posed. The existence of unique morally corrupt-free and endemic equilibrium points is investigated. The basic reproduction number with respect to morally corrupt-free equilibrium is obtained using next generation matrix approach to monitor the dynamics of corrupt morals and ascertain its level in order to suggest effective intervention strategies to control this problem. The local as well as global asymptotic stability of these equilibrium points is studied. The analysis reveals a globally asymptotically stable morally corrupt-free equilibrium whenever ℛ 0 ≤ 1 and a globally asymptotically stable endemic equilibrium if otherwise. Further analysis, using center manifold theory, shows that the model exhibits forward bifurcation insinuating that the classical epidemiological requirement of ℛ 0 ≤ 1 is necessary and sufficient for elimination of moral corruption. A brief discussion on the graphical results using the available numerical procedures is shown. From numerical simulations, it was ascertain that integrated control strategy is the best approach to fight against moral corruption transmission. Lastly, some key parameters that show significance in the moral corruption elimination from the society are also exploited.

Education sector globally has realized a huge rise in enrolment levels. In Kenya for instance, the continuous enrolment in primary schools and the hundred percent transitions as a result of the Free Primary Education (FPE) has imposed pressure on the already existing resources in Secondary section. This study aimed at assessing the effects of stakeholder engagement on implementation of physical infrastructure projects in secondary schools: a case of West Pokot and Trans Nzoia Counties, Kenya. The study adopted Critical Chain Project Management theory. This study employed a descriptive survey design which was suitable since the study sought to collect information from the respondents on their opinions. The target population was 479 which comprised of the Principals, Board of Management Members, County and Sub County Directors of Education. Using Yamane’s formula, a sample size of 218 respondents was attained. Questionnaires and interview guides were used in data collection. The quantitative data collected was coded to translate questions responses to specific categories and analyzed using the Statistical Package for Social Sciences (SPSS), tabulated and presented using descriptive statistics. The findings indicated that in both Counties; stakeholders were highly engaged in secondary school infrastructure project development though at varied levels. The findings showed that indeed, school heads are being supported and trained by the Ministry of Education (MoE) in both counties on the capacity to handle projects. The study also found out that whereas the board of management in Trans Nzoia County was offering some good work in managing projects, the management in West Pokot County was ineffective. There was an indication that; despite the government banning the PTA component of financing schools, still schools in Trans Nzoia county charge parents this component in the fees as opposed to the West Pokot schools.  It was also evident from the findings that teachers were not engaged in the development of the physical infrastructure in the two counties. The findings showed that in counties, professionalism and commitment from the contractors were upheld. The respondents in the research rated PTA’s participation in terms of expertise and financial support to having influence in school infrastructure project implementation in Trans Nzoia County. Respondents from both Counties agreed that there was commitment and professionalism from the hired contractors. The following recommendations were made: Participation by stakeholders in the whole process of infrastructure project implementation in government aided secondary schools should be encouraged. Given that the government banned PTA component of physical infrastructure funding, the government should provide enough budgetary funding to all secondary schools. The study recommends that teachers ought to be engaged in physical infrastructure development in secondary schools. The study also recommends that Parents Teacher Associations need to be empowered on project implementation in schools and due diligence should be followed in pre-qualifying, selecting and awarding of tenders to contractors.

Human beings are sexual beings throughout their entire lives. The stages of sexual development are a human developmental process involving biological and behavioral components. It does not take much insight or cultural awareness to realize that we need to be concerned about the culture in which our children are growing in. The patterns of behavior among the youth reveal morality level is at an all-time low; long regarded as a consequent factor of modernization. The philosophies of materialism, autonomy, entitlement, and hedonism beckon them at every turn. Moral values such as honesty, obedience, kindness, respect, hard work, self-discipline, humility and fear of God have significantly been affected by modernization. Lack of self-control, dishonesty and careless attitude is the character of modern youth.  Sexual risk behavior among Kenyan youths is a major public health concern. Nearly 400,000 young women aged  between  12 and  19 years  become  pregnant in Kenya  each  year, most of them  unintentionally, and half of the  roughly  200,000 new sexually transmitted infections (STIs) diagnosed each year are among 15 to 24 years old.  Sexuality is God’s life-giving and life-fulfilling gift. Our culture needs a sexual ethic focused on personal relationships and social justice rather than particular sexual acts. All persons have the right and responsibility to lead sexual lives that express love, justice, mutuality, commitment, consent, and pleasure. Grounded in respect for the body and for the vulnerability that intimacy brings, this sexual ethic fosters physical, emotional, and spiritual health. A great deal of research  attention has been and  remain  devoted to understanding what puts adolescents at risk to these  outcomes, given their enormous social, economic, and public  health  consequences. More effort is required to address these risky sexual activities among youths. One of the ways is through the identification of additional contributors to this behavior that have been understudied factors that put teens at risk and levers that can be used in preventive interventions.

Mathematics problems may seem to have no real use in life, but this could be further from the truth. The use of mathematics is everywhere in our daily lives and, without discovering it; we apply mathematics ideas, as well as the skills we learn from executing mathematical challenges every day. Unfortunately, mathematics feedback at national examinations is deficient. A mean of between 23 to 29 percent for 5 years in a row from 2014 to 2018 is a clear indication that the training of students today for tomorrow’s workplace with concept development in context, problem solving through interactive experiences and understanding through application is missed. Over this period, the evaluation of the outcome has also shown a standard deviation almost equal to the mean or even greater than the mean for instance 2016 for paper 2 (refer to Kenya National Examinations Council Report) is a clear sign that there is a big disparity from the mean and a likelihood of a number of students scoring zeros or below 10 percent. This dismal performance in national examinations particularly in mathematics demonstrates that contextual curricula and instructions that encourage numerous structures of learning like relating, transferring, applying, experiencing and collaborating are not achieved. Therefore, this article looks into different contexts in which students learn and how they broaden their abilities to make connections, enjoy discovery, and apply the knowledge learnt. These are abilities they will need throughout their daily lives and careers. Being able to do arithmetic is of little ultimate use to an individual unless he or she can apply it. Each arithmetic operation is explored in detail for its applications in the real world problems. Real life challenges motivate ideas and provide additional settings for practice.