High School Dropout

The progress in reducing the number of out-of-school children globally has stalled since 2007. Latest data indicates that nearly 58 million primary school age children worldwide were still denied their right to education in 2012 (UNICEF, 2015). Additionally, school dropout has received very little attention in the global education agenda despite the recent emphasis on access to education through a focus on enrolments, rather than retention in education with an emphasis on completion (Subrahmanyam, 2016). Hence, whilst the number of admissions to the first grade of primary school at the official entry age has increased globally and in every developing region since 2000 (United Nations Children's Fund, 2000), little and uneven progress has been

(Subrahmanyam, 2016). It becomes wasteful for the community and the government at large because those students who drop out do not gain enough to be useful to the society around them rather; they consume resources that could have been used by other students. Hence, the aim of this thesis is to develop a parents’ empowerment training manual that could be used in equipping the parents with skills that can enable them to provide psychosocial supports to their children as one of the strategies of promoting quality education and therefore increasing pupil graduation

A report by UNESCO (2005) also asserts that education is one of the most effective ways to reduce poverty, give people opportunity to improve their lives, health, productivity, and give them a voice, and foster participation in civil society. Universal access to basic education and the achievement of primary education by the world’s children is one of the most important goals of the Millennium Development Goals and A World Fit for Children. Kenya, like other developing countries, has embraced the provision of quality education and relevant training for all as a key factor for the achievement of national