The implementation of Life Skills Education Curriculum in Kenya Secondary Schools

Abstract

Revision in the education system ought to bring about general improvement since the impetus behind any curriculum reform is the drive to update the knowledge component of curriculum such that the gap between the researcher at the frontier of knowledge and the teachers in school can be narrowed. This study sought to assess the implementation of Life Skills Education (LSE) curriculum in the Kenyan secondary schools. The government‟s approval to use education strategies like LSE as a stop gap measure in response to psycho-social challenges facing young people in a fast changing world is well meaning; but unless proper measures are put in place during implementation, the well intended objectives of LSE curriculum may not be attained. Despite the government‟s efforts to equip young people with psycho-social competencies through various educational strategies like AIDS education, G&C, the recent LSE curriculum, youths in school have continued to succumb to various psycho-social challenges like alcohol and drug abuse, unfocused social relationships resulting to HIV infections, teenage pregnancies and school dropout, general indiscipline and poor academic performance; there still exists a gap between knowledge and positive behavior among learners. The purpose of this study was to assess the implementation of LSE curriculum in the Kenyan secondary schools by establishing if teachers and education managers had received sufficient training, assessing the attitudes of teachers towards LSE curriculum, evaluating the adequacy of LSE instructional resources provided, and ascertaining the sufficiency of educational support accorded teachers. The study was based on Cole‟s (2004) theory. The study adopted a mixed methods design using descriptive survey strategy, involved 198 secondary school teachers purposively selected from stratified 19 secondary schools in the Lugari District, Kakamega County and DQASO from DEO‟s office. Questionnaires, interview schedules and document analysis were used to collect data. Data was analyzed using descriptive and correlation statistical techniques with the help of Statistical Package for Social Sciences (SPSS). The study revealed that; teachers of LSE curriculum were insufficiently trained, some (42%) of teachers had negative attitudes towards LSE curriculum, LSE instructional resources were scantily available, and education support was insufficient. The study concluded that LSE curriculum was not being successfully implemented in the Kenyan secondary schools. The study recommended that; KIE should organize pre-service and intensive in service trainings on implementation of LSE curriculum to improve the teachers‟ competence and capacitate education managers to provide proper education support; KIE should broadcast more LSE lessons through Educational media service for secondary schools, print more textbooks and reference books for LSE curriculum and avail them in local bookshops; TSC should employ more teachers in secondary schools in order to reduce the workload of most teachers to manageable levels; to enable teachers plan and teach LSE curriculum; Policy makers (KIE, MoE) should formulate policies that guide the implementation of non- examinable subjects; hence make the implementation of LSE curriculum successful and beneficial to learners.