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A paper presented at the youth engagement summit (YES) in Mauritius. There are a number of opportunities presented by the ICT integration within the education sector The Jomtein World Conference (1990) on Education For All (EFA) to whose resolutions most African Countries are signatory emphasized on the education for all. The EFA strategies include the establishment of non-formal education units. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. To enhance these benefits presented, this study investigated the spread of ICT in the non-formal education system in Kenya by studying 120 artisans from the same environment, 60 who had undergone ICT training and 60 who had not. Using a Z-test statistic, the study proved that; those who had been trained in ICT and business skills at ISBI were much better in utilization of ICT in running their businesses. From this study, most artisans gained their trade skills trough apprenticeship where skills in ICT and business are not emphasized. ICT is a key component for people in the informal sector and should be incorporated in all training initiatives meant for the informal sector to enhance productivity. There are a number of opportunities presented by the ICT integration within the education sector The Jomtein World Conference (1990) on Education For All (EFA) to whose resolutions most African Countries are signatory emphasized on the education for all. The EFA strategies include the establishment of non-formal education units. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. To enhance these benefits presented, this study investigated the spread of ICT in the non-formal education system in Kenya by studying 120 artisans from the same environment, 60 who had undergone ICT training and 60 who had not. Using a Z-test statistic, the study proved that; those who had been trained in ICT and business skills at ISBI were much better in utilization of ICT in running their businesses. From this study, most artisans gained their trade skills trough apprenticeship where skills in ICT and business are not emphasized. ICT is a key component for people in the informal sector and should be incorporated in all training initiatives meant for the informal sector to enhance productivity.

only Since the introduction of the 8-4-4 system of education in 1985, many Kenyans accepted the new system including religious institutions. However, the introduction of Social Education and Ethics in the curriculum was not supported by religious institutions. After five years, it was realised that SEE had content that was contrary to the tenets of major religions in Kenya. The SEE was substituted by CRE, IRE and Hindu religious education in 2005 bundled together as religious education upon agreement between religious institutions and the Kenyan Government. There has been concern that school going children are sexually active and as a result teenage pregnancies and sexually transmitted diseases are on the rise. Social Education and Ethics had not helped in imparting the required virtues of respect, honesty, obedience and morality among the youth as envisaged initially. One of the proposed means of curbing this menace is to introduce sex education and provide contraceptives to school going children so that can protect themselves. The reproductive health care bill 2014 proposes that children be taught sex education and how to have safe sex. Sex education has many challenges, where it has been introduced it has had no major impact; there are still high teenage pregnancies and STI among teenagers. The question is, why is sex education failing? These research paper explorers the fallacies associated with sex education as a means of reducing teenage pregnancies and SITs among school going children. Since the introduction of the 8-4-4 system of education in 1985, many Kenyans accepted the new system including religious institutions. However, the introduction of Social Education and Ethics in the curriculum was not supported by religious institutions. After five years, it was realised that SEE had content that was contrary to the tenets of major religions in Kenya. The SEE was substituted by CRE, IRE and Hindu religious education in 2005 bundled together as religious education upon agreement between religious institutions and the Kenyan Government. There has been concern that school going children are sexually active and as a result teenage pregnancies and sexually transmitted diseases are on the rise. Social Education and Ethics had not helped in imparting the required virtues of respect, honesty, obedience and morality among the youth as envisaged initially. One of the proposed means of curbing this menace is to introduce sex education and provide contraceptives to school going children so that can protect themselves. The reproductive health care bill 2014 proposes that children be taught sex education and how to have safe sex. Sex education has many challenges, where it has been introduced it has had no major impact; there are still high teenage pregnancies and STI among teenagers. The question is, why is sex education failing? These research paper explorers the fallacies associated with sex education as a means of reducing teenage pregnancies and SITs among school going children.