The condition of children on the streets is very concerned about being beggars, buskers or vagrants, from day to day the number tends to increase. Group members consist of 7 people. The entire group is a street child sheltered by the SSCS organization who is 12 years old and still in elementary school (SD). Group assessment design by observation, interview, pre-test and post-test. Parties involved in practice, administrators of street children's organizations and members of SSCS street children. It can be concluded that members of the street children group in the SSCS organization tend to show verbal aggression towards both friends and road users. Some cases such as fights between road users and friends both at school and at basecamp as rude, insulting, angry, swearing and mocking. Interventions to reduce the level of verbal aggression include group counseling. This is useful for group members who get different situations every day so that they control their emotions well. The result of this intervention is to decrease the level of verbal aggression of group members and change the way group members think by changing the way they are at red lights so that they can be accepted in their environment.

Women have always played a major role in the cultural and social development of any nation. Given their social status as child bearers and educators, women were often victims of illiteracy, violence, exploitation and oppression mainly in patriarchal African society. In this respect, colonialism was one of the main factors which undermined women’s role, and responsibilities and deprived them of land own ship for several centuries back. However during postcolonial period, with the emergence of feminist voices such as female writers, female subjugation gave rise to women’s empowerment and emancipation. African writers especially intellectuals like Chinua ACHEBE has demonstrated in his works women’s suffering and subordination in African patriarchal societies. In his novel Anthills of Savannah, women are given a lesser role in their surroundings. This work tries to demonstrate how colonization was the main source of women’s subordination, exploitation and oppression and how they were relegated to the margins despite their valuable position in their communities as mothers. It also evidences the emergence of feminist voices which successfully strive to promote women’s rights and empowerment in African postcolonial societies.

This study wants to analyze internal and external learning difficulties for students of Arabic Language Education of the University of Muhammadiyah Malang (PBA-UMM). This field research uses a qualitative approach, with data collection methods: observation, interviews, and documentation. The subjects of this study are PBA students of the University of Muhammadiyah Malang. The results showed that they are two factors both internally and externally which causes Nahwu learning difficulties for the students. Internal factors that are coming from within the individual, including the level of understanding, motivation which is the level of enthusiasm for learning Nahwu, and interest that underlies the willingness to learn Nahwu. Then external factors are factors that come from outside the individual, including student environment such as learning conditions, friends, lectures, and learning media.

The aim of this study was to investigate the influence of socio-economic factors on academic performance in public primary schools in Kimilili Sub County, Kenya. This study was guided by the following objectives: - to establish the influence of parental level of education, to determine the influence of parental level of income, to examine the influence of family size, and to assess the influence of school type on academic performance in public primary schools in Kimilili Sub County, Kenya.  Systems Theory of Organizations Development and the Theory of Educational Productivity guided this study. The target population was 3122 people, which comprised grade 8 students, 400 teachers, 50 deputy Headteachers, and 50 head teachers; from a total of 3,122, a sample size of 337 was selected. The researcher used a questionnaire as a method of data collection.  The pilot study obtained a coefficient correlation of 0.75. This means that the research instruments were reliable for the study.  In this case, the pilot study results showed a correlation coefficient of 0.75 making the questionnaire a reliable tool for data collection. In order to ascertain content validity, the supervisors in the School of Education, department of educational management of Mount Kenya University were consulted to validate the instrument. A letter was obtained for the Department of Education, Mount Kenya University to enable the researcher to get a research permit National Commission of Science Technology and Innovation. The researcher ensured the respondents of their confidentially in dealing with responses.  The Statistical Package for Social Sciences (SPSS) was used to make a descriptive analysis to give percentages and frequency distribution that displayed data automatically for reporting on the influence of socio-economic factors on pupils ‘academic performance. The Coefficient of Determination or R square stood at 0.794, which means that about 79.4% of the proportion of total variations in the pupils ‘academic performance was explained by parental level of education, parental level of income, family size, and school type.  The study recommends more pursuit of socio-economic factors as confirmed by the two applied theories to enhance pupils ‘academic performance in public primary schools. To realize the full benefits intended by the public primary schools in Kimilili Sub County, the management should ensure that socioeconomic factors that enhance pupils ‘academic performance in public primary schools are embraced.

The study sought to investigate the influence of head teachers’ leadership styles on learners’ academic performance in public primary schools in Pokot Central Sub-county Kenya. The study was guided by the following objectives: - To establish the influence of democratic leadership styles, to determine the influence of autocratic leadership style, and to assess the influence of laissez-fair leadership style on the learners’ academic performance in public primary schools in Pokot Central Sub County, Kenya. Cognitive Resource Theory was employed in this study. This study targeted a total population of 917 teaching staff comprising of education officers, head teachers and teachers. Using Mugenda 10%, the study sample size was 92 respondents. A descriptive survey design was involved utilizing quantitative as well as qualitative approaches. Data for this study was, acquired via interview schedules for curriculum support officer and head teachers, questionnaires for teachers. Validation as well as reliabilities of data compilation instruments were, ascertained by organization of a pilot study in the neighboring sub-county by employing of testing-retesting practice. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS). The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The R square stood at R2 equals to 0.507, which means that about 50.7% of the proportion of total variations in the implementation of learners’ academic performance was explained by democratic leadership styles, autocratic leadership style and laissez-fair leadership style. The study recommends pursuit of proper leadership style in order to enhance learners’ academic performance