The democratization process which bolstered a culture of periodic elections has also fostered election-related violent conflicts. As democratic transitions gained currency in the new millennium, orderly transitions through the ballot boxes began replacing military coups but deaths and destructions came in the wake of elections in many countries. Inspired by decades-long pro-democracy movements across Africa that culminated in the Arab Spring of 2010-2011, and motivated by the desire to find long-term solutions to election-related violent conflicts in the continent, this book explores the terrain of democratization, elections, and conflict management. It raises and answers many questions, such as: What are the root causes of election-related conflicts? How free, fair, and credible are elections in many African countries? What institutional mechanisms are available for ballot and voter security and for mandate protection? What has been the role of civil society organizations in conflict prevention and management? What are the responsibilities of the international community, especially regional organizations like the Economic Community of West African States (ECOWAS) and the African Union (AU), in conflict resolution? What indigenous mechanisms for conflict management have been identified that may be proactively engaged?

This book shows the extent of parents' involvement in secondary school management, identifies effects of increased parents' involvement on the managerial functioning of Headteachers as well as establishing the perception of parents' involvement in secondary school management. A hybrid theoretical framework of the behavioural science theory and parents-school-relations concept buttressed the study and revealed that parents' involvement in the management of schools support Headteachers in their various roles hence, more parents' involvement was requested for. The Ministry of Education should encourage parents' involvement in the management of public secondary schools; review the role of parents' involvement in secondary school management with a view to giving legal status to the Parents'-Teachers'- Associations. The Perception of parents' involvement in the management of other sectors of education in Kenya should be studied to elaborate of how parents' involvement is perceived. This book suggests that further studies be done to throw more light on parents' involvement in secondary school management, its financial, political, tribal and religious implications for Headteachers.