The use of Information and Communication Technology (ICT) in and for education is rapidly expanding in many countries and is now seen worldwide as both a necessity and an opportunity for improving and enhancing the education offered to citizens across the globe (UNESCO, 2006).This study was conducted to investigate teachers 'preparedness in the integration of Information Communication Technology in public secondary schools in Kieni East District Nyeri County-Kenya. The objectives of the study are to (i) establish E-learning sustainability (ii) explore attainment of computer skills and (iii) establish funding strategies in place. Questionnaires were administered to teachers and students. Findings indicated that 90% of the teachers felt that learning computers contributes to the development of the country and especially vision 2030. The study revealed that 68% of the students had no access to internet though 95% can browse the internet using the computers. The level of teachers' preparedness and awareness is low. These findings indicate that majority of the teachers have not yet integrated ICT in the teaching learning process in public secondary schools in Kieni-East District.The study recommends that teachers are taken through workshops that target use of ICT in the teaching learning process. Teachers should be encouraged to buy personal computers which they can use while in and out of school to increase teachers' perception on ICT.

The attitudes and aspirations of parents and of children themselves predict later educational achievement. International evidence suggests that parents with high aspirations are also more involved in their children's education (Gutman & Akerman, 2008). This study was set to investigate gender differences in parents' involvement in their children's learning in public secondary schools in Kieni-West District Nyeri County-Kenya. The objectives of the study were to: (i) Investigate gender difference in the nature of parental involvement in their children's learning; (ii) Establish gender differences in factors influencing extent of involvement children's learning and to (iii) Explore parents' views towards the teachers in their involvement in learning. One hundred and ten parents who had their children in public secondary schools were randomly selected. The research study employed a mixed method approach using both qualitative and quantitative techniques in collecting and analyzing data. The study used face to face interviews with fathers and mothers. The findings of the study indicated that 89% of the mothers participated in school events and activities compared to 83% of the fathers. Further findings indicated that 70% of the fathers communicated to their children in mother tongue while at home compared to 61% of the mothers. Majority of the fathers had attained secondary education while majority of the mothers had primary education. The study revealed that mothers experienced painful experiences during their time than the fathers. Major recommendations include among others attending parents teachers' conferences and encouraging parents to communicate to their children in English.