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As parents, we want our children to learn. We know the benefits of being able to read well, to write clearly, to solve problems and to communicate effectively. Not only do these abilities allow us to earn a decent living, but they also help us to enjoy life and to appreciate its wonders and beauty.

So, as many generations before us, we preach the benefits of a good education and try with deliberate effort to uphold, at least verbally, the values of studying, of “hitting the books and burning the midnight oil.” But with our sermonettes, cajoling, and in some instances, begging and threatening our children to study and learn, many of them seem to turn away and perceive us simply as nagging parents with little impact on their daily learning. We, in turn, often feel guilty and fatigued by these constant battles for our children’s benefit, and resent our roles as minister-wardens in the service of modern education.

There is much that we can do. What follows is a checklist of parental behaviors that can facilitate the motivation of our children to learn. None of these suggestions in and of itself is enough to spell the difference between a child who studies and one who does not. Rather, it is their combination and employment as a totality that can realistically help our sons and daughters to consistently involve themselves in the pursuit of learning at school as well as at home.

Our modeling is a powerful incentive to our children’s learning. If they see us doing it, then they know it’s worthwhile and can identify with us. If they don’t see us enjoying learning, they can dismiss our support for learning as another example of “not practicing what we preach.”

Due to the few and places available in local universities, many Kenyan students are on global search for quality education. Russian institutions of higher learning are now more than ever before, receiving numerous students from Kenya intending to pursue higher education in various disciplines. 

The most sought after specialties by Kenyan students are Medicine, Pharmacy, Dentistry, Computer Science, Business, Civil Engineering, Architecture, Aeronautical Engineering and Piloting. 

Kenruss Medics Ltd caters for self-sponsored students who are interested in studying in Russia. 

Apart from the self-sponsored students, the Russian government gives 25 to 30 scholarships annually to the Kenyan government through the Ministry of Education.

Kenruss Medics Ltd handles all requests, processes admission letters and assists in obtaining visas on behalf of students from all over East Africa. Two yearly intakes – September and January – give the students the opportunity for quick enrolment, saving them money, effort and time. 

Tuition fees per academic year range between $1,400 and $4,000, hostel accommodation inclusive. 

In addition, the students require $150-200 per month for food and other personal needs.

All institutions of higher learning represented by Kenruss Medics Ltd have the status of State and Academies. They are licensed to train foreign students and work according to the state’s standard approved syllabus. 

All universities are maintained and supported by the Russian government. Moreover, the cost of studies for students from developing countries are partially (up to 40%) subsidized by the Russian government with students paying a reasonable fee of between $1,500 – $4,000 per academic year

Degrees issued are internationally recognized. 

The classical system of higher education in Russia offers strict teaching discipline, objective examination procedures, constant correlation of the teacher and student in the learning process and a harmonious combination of general and special subjects, thus facilitating the development of the best intellectual qualities. 

Since 1963, over 4,000 Kenyans have trained as specialists in Russia in a variety of fields ranging from engineering to journalism, medicine, agriculture and architecture, among others. Of this number, at least 50 per cent trained in Medicine. 

In the Russian Federation with a total population of about 160 million, there are 700 Institutes and Universities operating, offering a wide range of Science, Humanity, Technical and Professional courses to international students. Other valuable programmes include Medicine, Pharmacy, Engineering, Actuarial Science, Medical Engineering, International Relations, Business, Piloting and many more. 

More than 60,000 Africans have graduated from Russian Colleges and Universities and now work towards prospering their motherlands. Of these 60,000 about 5,000 are Kenyans. 

In addition, 100-120 students are admitted to Russian Universities on self-sponsoring basis. 

Courses such as General Medicine and Computer Science are available in English. 

Kenruss Ltd provides the student with a wide range of services. From overseeing the official registration as a degree, postgraduate, or Ph.D course candidate, to the last steps – seeing the students off at Jomo Kenyatta International Airport and arranging the meeting with a contact at the student’s destination in Russia. 

Students are provided with detailed information on various higher education institutions in Russia, fully assisted in the process of enrolment and document processing and given special air travel tariff from Nairobi. 

According to KenRuss Managing Director, Ms Galina Krumkacheva-, the hall mark of Education in Russia is reasonable fees, wide choice, high quality level and good employment opportunities. 

For more information please contact:

Information and Consultancy Center for Russian Universities;

KENRUSS LTD
James Gichuru Road, Opposite Convent Drive, House No. 105. 
P. O. Box 19355-00202, Nairobi.
Tel/Fax: 3871175, 3877605, 873669, 
Cell: 0733 777964, 0722301723
Email: kenruss@kenruss.org 
Or
Email: ochiengogodo@yahoo.com

The results for Kenya Certificate of Primary Education 2008 edition were released today by the minister of education Prof Sam Ongeri at the Kenya Institute of Education in Nairobi.

Also present at the event were representatives from the Headteachers association, Kenya National Union of teachers, representatives from the national parents association.

Speaking during the event, education permanent secretary Professor Karega Mutahi noted that challenges in education were renewed every year but reiterated that the government was committed to addressing these challenges. He thanked the religious organizations and Non governmental organization who had offered their facilities to be used in examining the IDPs especially in Eldoret area. The top IDP candidate had 378 pints out of a possible 500 which is recommendable.

Speaking before launching the results, The Education minister noted that there was a 28.8% increase in the number of candidates. He attributed this increase to mean that parents were taking advantage of the free education programme.

The minister noted that no big changes in the number of registrants or the performance arising from post election violence. He also said that the ministry would investigate absenteeism.

On the gender comparison on performance, gender disparity still in favour of boys. The worst case is north eastern where it is 76% boys to 24% girls. The story is different at the top positions where girls are performing as well as boys. The best student this year is a girl.

The top student from South Sudan 296 marks out of a possible 500 marks. This translates to 54% of the total . This , the minister said, is commendable considering that they have just come from years of war and social disturbance.

The minister announced a new form of cheating that is croping up. There were fiver examination centres wherre candidates and community members made the administration of the exam impossible. Candidates refused to hand over their mobile phones. Comunity members were shouting answers from the bushes and marauding youths engaged police in running battles at the examination centres. All the candidates in the five centres have their examination results canclelled

Cheating:

A total of 1835 from 65 centers candidates involved in cheating.

there was a major drop in the number of irregularities from regular schools with about 46% reduction.

the ministers thanked all the officers who had been involved in making successfull administration of their exams.

Exam results are available online at the National Examinations Council’s website: www.examscouncil.or.ke

Here are the top ten studentS countrywide:

1. mutinda monica wairimu 460pts
2. Muzera martin 454
3. Onyenga patriona akinyi 454
4. yaya salama mohammed 453
5. njogu paul m mbuthia 452
6. muguwia W S Saitoti 451
7. Nyakundi mari ochaberi 451
8. njeru collins moses 451
9. kirera davies ombati
10. mzee ramadhani mburia
11. kinyua bevr njeri
12. mutawali buluma
13. onyango collins omondi 450
14. ndirangu s daniel 450
15. njoroge charity wairimu 450
16. ousa Nilson bin okuta
17. mwangi ashley muthoni
18. mwaniki adda mishelle

How to manage high school academic expectations despite the stressors of burnout and school violence.
By: Gregory Germain, MD

The pressure for teens nowadays is unprecedented. With so many high-achieving kids, it’s no wonder that teens—and their parents—feel as if a child has to have a multi-page resume, be a world-class athlete or manage her own business by the time she is 18. But that just isn’t possible for everyone. There are lots of kids out there who are just that—kids—and there is a place for everyone. And a college for everyone.
Staying Focused On Schoolwork

There is no denying that these teen years set the stage for your child’s future. In high school, grades and extracurricular activities become part of that all-important “permanent record.” And if your child wants to get into a good college, she will have to go the extra mile.

If your child doesn’t use her time wisely and puts her schoolwork off to concentrate on her social life or after-school activities–and if her grades are showing this–gently prod her to get back to business. Remind her that her job right now is to get good grades and be a well-rounded student. Stay in contact with your child’s teachers and become a known figure around school. She will realize that you care deeply about her education—and her.

When School is Scary
There are other factors that may be keeping your teen from doing her best at school. Besides bullying (a longtime but nonetheless devestating concern), a serious issue facing many schools today is the presence of violence and atmosphere of fear. Every time there is another school shooting, kids all over the country have to overcome the terror of the thought that this can happen to them.

Many schools have instituted a policy of zero tolerance when it comes to guns (and drugs). But the means to attain this—metal detectors, drug-sniffing dogs—can also be frightening. Unfortunately, there is just no way around it. This is the world we live in. Comfort your child, let her know that the odds of this happening to her are very low, and remind her that protective systems are in place and that she still must concentrate on school.

Preventing and Dealing with Burnout
School pressure can come from teachers and parents, and it can also come from the child herself. Some pressure is good—it keeps a teen’s eye on the prize at the end of four years: The college of her choice.
But too much pressure, whether it comes from an adult or the child, is counterproductive and will lead to burnout. Make sure your teen balances her schoolwork and her life outside it, and remind her that these overwhelming years are a transition into adulthood.

Alternative School Programs
If your child is one of the thousands of kids who just doesn’t seem to be able to handle school, it isn’t the end of the world. Talk to your teen about the consequences of dropping out, and if all else fails try to find an alternative program.

By: Barbra Williams Cosentino, RN, CSW

Jack, age nine, constantly gets into trouble in school, squirming in his seat, shouting out answers without being called on, and sometimes standing up for no apparent reason. His homework and classroom assignments are a mess, his backpack is disorganized, and his room at home is in disarray. He has trouble staying focused on schoolwork, but his mom says in frustration, “He can concentrate on Play Station games for hours without losing focus.” Emily, also nine, has been called a daydreamer for as long as she can remember. In class, the teacher frequently observes her doodling in her notebook, curling a strand of her long brown hair around her finger, or staring out of the window. When she sits down to do her homework at night, she often discovers that she forgot to write down the assignment or that she left a book she needs in her desk at school. Although Emily is very bright and never gets into trouble in school, her difficulty with organization and concentration have begun to negatively affect her grades.

Two children, a boy and a girl. Although their behaviors look very different, they have both been diagnosed with having attention deficit/hyperactivity disorder (ADHD), a behavioral disorder characterized by three major symptoms:

• bullet Inattention: the child has difficulty sustaining attention, listening, and attending to details.

• He or she is easily distracted, often loses things, and presents as forgetful and disorganized.

• Impulsivity: the child may have poor frustration tolerance and may have trouble waiting, taking turns, or sharing.

• Hyperactivity: the child seems to be constantly in motion, squirming, fidgeting, running, and climbing more than other children. He or she talks excessively and at inappropriate times.</UL= bullet

Clinicians may diagnose a child with ADHD, combined type, or with attention deficit/hyperactivity disorder, predominantly either inattentive type or hyperactive-impulsive type.

More than one million children in the United States have been diagnosed with this disorder, which until recently was believed to be anywhere from four times to nine times more prevalent in boys than in girls. However, researchers have reported that, partially because girls tend to be inattentive rather than hyperactive and therefore less disruptive in school and at home, many girls go undiagnosed or are mistakenly believed to suffer from anxiety or depression as a primary diagnosis. One oft-quoted study suggests that as many as 75 percent of girls with ADHD may be missed. In 1994, ADHD researchers at a conference sponsored by the National Institutes of Health concluded that there was a need to develop rating scales that are more sensitive to ADHD as it typically manifests itself in girls, since the criteria listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM) were and are somewhat limited, not necessarily reflecting the signs and symptoms exhibited by a girl with ADHD who is predominantly inattentive and distractible, rather than hyperactive. Pediatrician Williams Sears, MD, author of The ADD (Attention Deficit Disorder) Book, states that boys with ADHD are more likely to act out in school, becoming either the class discipline problem or the class clown, whereas girls tend to be more withdrawn and “spacey.” In some respects, adds Sears, boys enter school with a disadvantage, since the traditional classroom mode of teaching is usually geared more to the female gender. Girls seem to adapt better to the traditional classroom situation, which requires children to sit still for long periods of time. Sears feels that children with ADD often do better with male teachers, who may talk less and who may have a teaching style that helps restless or disorganized children to more consistently pay attention. Not surprisingly, he also finds that fathers tend to be more tolerant of their child’s hyperactive behavior than mothers. Other researchers have found that mothers of girls with ADHD are more critical of their offspring’s behavior than are mothers of sons with ADHD. Harlan R. Gephart, MD, Immediate Past Chair of the American Board of Pediatrics and an ADHD expert, points out that while hyperactive boys tend to be referred for evaluation somewhere between ages five and seven, the referral spike for girls is often in middle school (ages 10-11), when previously well-functioning girls begin to be overwhelmed by the complexity of classroom changes, increased homework assignments, and large class sizes. These girls begin to fall back academically due to their increasingly obvious disorganization, and they also begin to struggle socially.
Research done in the past ten years has also suggested that ADHD affects males and females differently. A 1999 study funded by the National Institute of Mental Health (NIH) compared 140 ADHD girls with 122 control girls and found that:
<UL= bullet Girls with ADHD were more likely to have innattentive symptoms as opposed to hyperactive-impulsive symptoms and disruptive behaviors seen in boys.

Compared to girls without the disorder, girls with ADHD had significantly higher rates of comorbid behavior disorders (conditions that occur at the same time) such as oppositional defiant disorder and conduct disorder. (Although these rates are lower than those seen in boys with ADHD.)

Girls with ADHD displayed higher levels of mood and anxiety disorders (consistent with those seen in boys with ADHD) than in children without ADHD.

As compared to non-affected youngsters, girls with ADHD appear to be at higher risk of increased alcohol and drug usage (including smoking).

Contrary to previous studies which found that girls with ADHD demonstrated greater cognitive impairment than boys, this study found that the magnitude of cognitive impairments was consistent with reports on boys with ADHD. In August 2002, results of the first national survey to explore gender differences in ADHD were released, with findings that have important implications for diagnosis and treatment. The study, carried out by Harris Interactive on behalf of Novartis Pharmaceuticals Corporation (makers of several drugs used to treat ADHD), interviewed more than 3000 people (parents of children with ADHD, adolescents age 12-17 who have ADHD, teachers, and the general public) to document perceptions surrounding the disorder. The survey findings suggest that girls with ADHD face greater impairment in important areas of social development than boys with the disorder, including having more trouble making friends, getting along with parents, or feeling good about themselves. (Fifty-five percent of parents of girls agreed that their daughters’ ADHD affects their self-esteem a great deal, as compared with 46 percent of boys’ parents.) Results of the survey show that girls with ADHD are three times more likely to be treated for depression than boys with ADHD. “Unfortunately, all too often girls with ADHD are missed altogether or misdiagnosed with depression because girls tend to internalize their symptoms. Therefore, the unique difficulties that girls with ADHD encounter are often prolonged,” says Patricia Quinn, MD, Director, National Center for Gender Issues and ADHD and an independent advisor on the survey. The survey results showed that girls’ parents were more willing to seek medical assistance for their child’s symptoms than boys’ parents. Ninety-two percent of parents of girls were “very willing” to seek help, as compared to only 73 percent of boys’ parents. Approximately two-thirds of parents of boys received pressure from family and friends to not put their child on medication, whereas this was the case in only 31 percent of the parents of girls. Most teachers did not realize that girls with ADHD are more likely to have difficulty with social relationships, with three out of ten teachers believing that boys with ADHD were more likely to have difficulty getting along with others. The majority of teachers (85 percent) thought that girls with ADHD are more likely to go undiagnosed, and the majority of them said this is because “girls don’t act out.” Seventy-seven percent of teachers surveyed said they suspect they have children with ADHD in their classes who have not been diagnosed. Approximately 79 percent of the general public surveyed said medications have been helpful for those they know with ADHD, but only 52 percent of the public believes it is “very important” to treat and diagnose this condition. Of the adolescents surveyed, most who were receiving medication for their ADHD felt it was helpful in important aspects of their daily lives, including getting along with parents (82 percent), feeling good about themselves/feeling happy (80 percent) and making friends (67 percent). Almost all the youngsters on medications felt that their treatment has helped them to focus on schoolwork (95 percent) and “to get things done” (94 percent). Although ADHD has long been thought of as “a boy’s problem,” experts agree that the disorder is widely underdiagnosed in girls. As we learn more about gender differences in ADHD, it becomes clear that continuing to educate parents, teachers, healthcare professionals, and the general public about this disorder and how it manifests itself differently in boys and girls is a crucial first step in facilitating early, effective diagnosis and treatment.

Get involved in your kid's life

1. Give positive feedback and show appreciation for teachers and the principal.
2. Approach interactions with a positive attitude and an open mind.
3. Listen to others’ viewpoints.
4. Share your child’s strengths, talents, and interests with your child’s teachers.
5. Share expectations and set goals together for your child.
6. Make appointments as needed to discuss your child’s progress or concerns.
7. Attend parent-teacher conferences with specific questions you want to ask.
8. Indicate the best way to giver you information (phone, e-mail, notes, etc.).
9. Understand and reinforce school rules and expectations at home.
10. Participate in informal opportunities to talk with and to get to know school staff and educators.
11. Address concerns or questions honestly, openly, and early on.
12. Attend PTA or parent meetings regularly.
13. Read classroom and/or school newsletters.
14. Visit your school’s web page.
15. Know school staff’s extensions and office hours.
16. Read and know your school’s handbook.
17. Request that information be available in all relevant languages.
18. Share your family’s culture, values, and parenting practices with your child’s school.
19. Share your perceptions with educators and school staff of how parents are treated.
20. Work with school staff and educators to revise and improve perceptions and school climate.
21. Meet your child’s friends and get to know their parents.
22. Contact your school for information on family programs and resources.
23. Help establish a parent center at school and use its resources.
24. Help create a toy/book lending library and visit it regularly.
25. Assist in developing parent support programs/groups and attend them.
26. Attend workshops or seminars on various parenting topics.
27. Participate in parenting classes on child development, expectations, discipline, etc.
28. Attend parent fairs and other events especially for parents and families.
29. Start a parent book club to discuss current publications.
30. Help create and/or contribute to a school newsletter on parenting.
31. Assist in creating and/or offer your services to before- and after-school programs.
32. Build a child file with medical records, pictures, fingerprints, etc.
33. Make donations and/or offer to work at clothing drives or swaps, food co-ops, etc.
34. Ask teachers or counselors about how to talk with your children about tough topics.
35. Discuss your child’s school day and homework daily.
36. Learn your child’s strengths and weaknesses in different areas of school.
37. Provide a quiet, well-lighted place with basic school supplies for studying/homework.
38. Help your children break down projects into smaller, more manageable steps.
39. Develop a consistent daily routine and time for studying and homework.
40. Provide encouragement and approval for effort and schoolwork.
41. Share your interests, hobbies, and talents with your children.
42. Provide children with books, magazines, and so forth, and develop a nighttime reading routine.
43. View selected TV programs together and then review and discuss them.
44. Make family trips to the library, zoo, museum, or park a fun learning experience.
45. Talk with your child’s teacher on creating home learning games and activities.
46. Complete interactive homework assignments with your child.
47. Attend meetings on learning expectations, assessment, and grading procedures.
48. Help set goals and develop a personalized education plan for your child.
49. Participate in activities that help you understand school technology.
50. Help plan and attend family nights on improving study habits, doing homework, etc.
51. Help develop, visit, or offer services to your school’s study/tutor center.
52. Participate in fairs and fests for math, science, history, and so forth.
53. Respond to school surveys on your interests, talents, and skills.
54. Let school staff know your availability to volunteer (days, times, and how often).
55. Supervise and coordinate evening and weekend volunteer activities at school
56. Assist your child’s teacher in the classroom or on field trips when you are able.
57. Work with school staff and teachers to develop volunteer activities you can do from home.
58. Assist school staff and educators in creating a warm and welcoming atmosphere for parents.
59. Help provide child care and/or transportation for volunteering parents.
60. Help develop creative ways to use volunteers at school.
61. Actively help school staff recruit parents and community members as volunteers.
62. Attend training and orientation on how to be an effective volunteer.
63. Learn and uphold school discipline, confidentiality, and other policies as a volunteer.
64. Plan a regular time each week to talk with school staff and educators with whom you are working.
65. Help developed volunteer job descriptions and evaluations.
66. Participate in organizing and planning ways to recognize and appreciate volunteers.
67. Respond to school surveys/questionnaires on how effective volunteer programs are.
68. Help develop and distribute a volunteer directory to parents, school staff, and teachers.
69. Provide volunteer consulting services to school staff or educators in your area of expertise.
70. Learn of school and district policies and practices that affect children.
71. Voice your support or concerns on any issue that will affect your family.
72. Be involved in decisions on student placement and course and textbook selections.
73. Participate in meetings to determine special educational needs and services.
74. Attend workshops on problem solving, conflict resolution, public speaking, and so forth.
75. Serve on school advisory councils or committees on curriculum, discipline, and so forth.
76. Serve on a site-based school management team with teachers and the principal.
77. Encourage and support older children in serving in student leadership positions.
78. Help your school create a student’s rights and responsibilities guide for families.
79. Attend PTA, school board, and/or town meetings and speak to issues of concern.
80. Learn representatives’ backgrounds and participate in school board election.
81. Work with teachers and school administrators to develop a parent involvement policy.
82. Write, call, or travel to the capital to support or oppose proposed legislation.
83. Participate in petition drives or letter-writing campaigns to Congress on legislation.
84. Give testimony at public hearings in support of or opposition to education legislation.
85. Vote in local, state elections for public officials who support education.
86. Help your school develop a directory of social and community services.
87. Find out information on community resources and organizations and use them.
88. Help develop and/or distribute a community newsletter to local agencies and businesses.
89. Help coordinate and participate in an event to raise money for a local charity.
90. Talk with employers about holding parent meetings or parenting workshops on-site.
91. Advocate for flexible work schedules and leave time to attend school functions.
92. Encourage employers and local businesses to make donations and support school programs.
93. Help organize and/or participate in community health fairs.
94. Help recruit community members (seniors, business people) to volunteer at school.
95. Become active in community groups such as YMCA and Boy and Girl Scouts.
96. Serve on local community advisory councils and committees.
97. Work with local authorities and public officials to sponsor community events.
98. Help organize and/or participate in a community “clean up” or “beautification” project.
99. Encourage and help facilitate your child’s participation in community service.
100. Be a role model—be active in community service yourself or together with your child.

At their next Group of Eight summit in Toyakocho, Hokkaido, in July, leaders of the world s major countries should commit themselves to helping Africa provide low-cost high-speed Internet access.

African universities could be the continent’s gateways into the global knowledge economy for local diffusion of new technologies. But this potential remains unrealized because universities and research institutes in Africa remain digitally isolated from the rest of the world. This is partly because of government neglect and lack of strategic policies on Internet access.

African universities of the size of Tokyo University have the Internet capability of a single Japanese household. Put another way, it is like 30,000 people trying to use a single household connection. This is impracticable and, as a result, most African universities hardly benefit from the abundant scientific and technical knowledge available in other parts of the world.

Calestous Juma / Originally published in the  The Daily Yomiuri

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