ABSTRACT
Peace education is about empowering and equipping students with knowledge, skills and attitudes in relation to positive social change and to help them find new solutions to challenges. West Pokot County in Kenya is a highly volatile region, characterized by regular conflict between its inhabitants and communities in neighbouring Baringo, Elgeyo Marakwet, Turkana counties and northern Uganda region. The purpose of this study was to investigate how school co-curricular activities affect provision of peace education in public secondary schools in West Pokot County, Kenya. The study was guided by the following objective: to identify school co-curricular activities that accelerate attainment of peace education in public secondary schools in West Pokot county. Literature review indicates that when education is equitably available, of good quality, relevant and conflict sensitive, it can help promote peace and provide safe environments. The study adopted a pragmatist research paradigm and a descriptive survey research design. A sample size of 30% of principals and teachers constituted 24 and 198 respectively from a total population of 81 principals and 661 teachers in the County. Based on Yamane formula for sample size calculation, 385 students were sampled from a total of 10,035 students in West Pokot County. The schools were selected using stratified random sampling technique while purposive sampling was used to select the principals who participated in the study. Simple random sampling was used to select students and teachers. Data was collected using questionnaires for teachers’ respondents, interviews for principals and focus group discussions, for student respondents. Quantitative data was analyzed using descriptive statistics and chi square test while qualitative data was analyzed thematically based on the emerging themes. The study established that; school co-curricular activities promoted peace It is recommended that co-curricular activities with the theme of ....

ABSTRACT
Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. The objective of the study was to assess how the motivation, structure and enforcement of the school language policy impacts on the use of Kiswahili within the school setting, The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the sampled schools had language policy in place although it varied. Some schools had structured language policy while others had unstructured language policy. It was found out that motivation and punishment had an impact on the enforcement of school language policy. In view of the above findings, it was recommended all teachers regardless of the subject they teach should participate in the enforcement of the school language policy. The school administrators should ensure that their respective language policies should be fully enforced in order to meet its intended purpose and the school language policies should be well structured. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students achievements in languages offered in the curriculum.

ABSTRACT
Since independence, Côte d'Ivoire has been confronted with various socio-political crises. During the first crises that shook the country, the national question appeared as the search for a solution to the imbalances in the relationship between the populations living in Côte d'Ivoire. The actors in these crises were politicians and most social strata. Moreover, in recent crises, specifically the post-electoral crisis of 2010-2011, other social actors than the military were involved. Indeed, children have been recruited and enlisted into the ranks of combatants of all forces involved, despite existing laws and international law (ACAT, 2005). Gangs of children aged between 8 and 18, known by various names including 'microbes' and 'children in conflict with the law', are rife in the District of Abidjan, especially in the communes of Abobo and Anyama. Acts of violence (murders, robberies and other crimes) with knives are perpetrated on the population. As Kouamé Yao (2017) points out, the violence they perpetrate seems to be a rewriting, in an otherwise fragile context, of that perpetrated by the ziguéhis and nouchis, urban youths in search of social visibility and recognition in the 'conjunctural' Côte d'Ivoire of the post-1970s. It has been observed that during pre-electoral and post-electoral crises, these young people, known as microbes, are solicited in order to create disorder among political opponents. Despite all the measures and strategies put in place by the Ivorian state to eradicate the phenomenon, it persists and is growing. This qualitative study required the use of various sources and data collection techniques and attempts to answer the following question: Why does the phenomenon of children in conflict with the law persist? The objective of our paper is to analyse the reasons for the persistence of this phenomenon in the Ivorian capital.

ABSTRACT
Hausa people are among the popular communities in Africa due to their eminence in trade, scholarship, military service such as the world wars, leadership, and politics in media/journalism, in academics, etc. These factors, however, influenced the acceptability of the Hausa Language as a good area of study in many Nigerian Universities. Hausa is also studied in American, German, Asian, and Universities. This paper concentrated more on trying to use some factors to identify who is a Hausa man? Where is he located? What are his features and behaviors? The factors used by this paper include: Place identified as Hausaland, his facial marks, his clothes or dress, his dietary habits, his physical features, his body gestures, and his uniqueness of specializing in a dangerous occupation.

ABSTRACT
The existence of educational facilities in housing and settlements is the most important thing for the community. Basically, the government has issued regulations regarding the implementation for the provision of educational facilities, as referred to in terms of educational facilities for Kindergarten (TK), Elementary School (SD), Junior High School (SMP), High School (SMA) and Schools. Vocational High School (SMK) or its equivalent. This study aims to evaluate the need for educational facilities for the present and the future and to find problem points for the provision of supporting facilities and infrastructure in the provision of educational facility services. The method used in this research is descriptive analysis and trend analysis. From the results of scientific calculations obtained, the existing educational facilities in Abepura District for the present and the future are still adequate. However, from the results of the research, there are still many problems with the educational facilities in the Abepura District that must be considered. Problems that occur in educational facilities in the Abepura District are the lack of complementary supporting facilities and infrastructure that require improvement and maintenance for existing facilities and infrastructure in educational locations, as well as inadequate transportation services in 3 (three) villages, namely: Enggros Village, Nafri Village, and Koya Koso Village. From the problems that exist in educational facilities, it is hoped that the government will pay attention to the completeness of facilities and infrastructure which refers to the regulations that have been set in order to provide quality services to the community and improve transportation services in order to support the smooth running of people who want to access these facilities. and other desired infrastructure and facilities.