| dc.description.abstract | The focus of the study was to examine factors influencing implementation of life skills education in primary schools; this was motivated by declining Conflict resolution skills and knowledge as a result of the post-election violence of 2007/8 that left students with Traumatic Disorders coupled with aggressive behaviours. Life skills education was introduced into Primary Schools curriculum in the year 2008 to equip students and teachers with the adaptive abilities and positive behaviour that would enable them deal effectively with the demands and challenges of everyday life.
The curriculum was designed to address issues on self awareness and esteem, coping with emotions and stress, interpersonal relationships, empathy, effective communication, assertiveness, peaceful conflict resolution and negotiation, decision making skills, peer pressure and peer resistance. The topics covered are adaptable to many different contexts and can be used to meet different psychosocial needs. Research shows that children exposed to violence develop negative emotions, aggressive behaviour and attachment disorders. The study adopted a descriptive survey design to collect primary data by interviewing and administration of questionnaires to a sample of individuals while secondary data was collected from Libraries and offices.
The study focused on a target population of 856 teachers and 3 Quality Assurance Officers. Data collected was analyzed using Statistical Packages for Social Sciences and Microsoft Excel software.The results of the data analysis were tabulated to determine 'factors influencing implementation of life skills education in public primary schools in Nakuru North District. The tabulation was based on Quality Assurance Officers and teachers' responses and suggestions.
The findings from the tabulated data helped the researcher to conclude and recommend that the following be done to help the government, NGOS and the Ministry of Education to facilitate the implementation of Life Skills Education in public primary schools: Life skills education curriculum be taught as a standalone subject not through integration or infusion, follow-up activity to be done on supervision of the curriculum in order to guide teachers on implementation process, the subject be one of the examinable subjects to increase teachers' devotion and commitment in teaching life skills education and teacher education programs to teach life skills education as a core subject in order to equip teachers with the necessary knowledge, skills and attitude so that they can pass on the same to pupils in their respective learning institutions in order to improve their psychosocial competencies. | en_US |
