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The study claims that gender greatly affects STEM performance, with one gender continuously outperforming another, which may influence instructors' methods. One gender's performance ratings vary more than the other, suggesting STEM academic success is inconsistent. We collected data using varied methodologies. STEM enrolment and performance data were evaluated using Python statistical analysis programs with mean, median, and variability evaluations, and boxplots, pie charts, and bar charts were shown. This study found that (i) STEM qualifications have significant enrolment disparities, with Extended BSc Biochemistry and Microbiology being the most popular and Extended BSc Mathematics and Statistics being the least, and (ii) curriculum attractiveness and employment prospects strongly influence student selections. Female students excelled in Biology, Chemistry, and English, while male students excelled in IT and Mathematics. Finally, informed policy formulation and curriculum development are needed to improve STEM student engagement and achievement across genders.

The purpose of this study is to determine the mediating and moderating factor of organizational climate on the relationship of career adaptability and career intention. A total of 991 employees from a government institution participated in the study. The results showed that there are significant relationships between organizational climate, career adaptability, and career intention. The organizational climate was found to mediate the relationship between career adaptability and career intention. However, the organizational climate has no moderating effect on career adaptability and career intention. The result will be useful in providing guidance in the design and development of programs that will strengthen the employees’ career intention and the overall perception of the organizational climate.

Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve the Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at the secondary school level. According to KCSE results released every year, the majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirement for entrance for proficiency level for TVET courses.  However, the majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at the secondary school level. Counselors have expectations and premise that the majority of the candidates join training at university levels thus package their counseling information on the few ignoring other students.  The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories, and models that guide career choices formed the foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that the majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.