| dc.description.abstract | The purpose of this study was to investigate factors influencing
implementation of Life Skills Education in Starehe sub-County, Nairobi
County. The objectives of the study were to-; establish the influence of gender
on the implementation of Life Skills Education, investigate teachers’ academic
qualification in the implementation of Life Skills Education and to examine
challenges faced by teachers in the implementation of Life Skills Education.
Descriptive survey design was adopted in the study. The target population was
public primary school pupils, teachers and head teachers. The sample size
compromised of 354 respondents. Data was collected using questionnaires and
interview schedules. The semi-structured questionnaires had both closed and
open-ended questions. Data obtained was presented through tables, graphs and
pie charts. The study established that, teachers find it difficult to address
gender specific content meant for both girls and boys. Secondly, it emerged
that pupils learn more from teachers with high academic skills than those with
low academic skills. Finally, since LSE was introduced teachers have faced
numerous challenges which have continued hindering the implementation. The
researcher recommended that teachers and head teachers need to be given
further training in teaching methodologies in LSE for effective implementation
especially on topical issues such as sexuality. The community ought to be
sensitized on the importance of LSE as a way of embracing the programme and
shunning away intimidation of LSE teachers. The Kenya National Examination
Council in collaboration with Ministry of Education ought to ensure that Life
Skills Education is examined in the national examinations. The government of
Kenya should make an initiative of employing more teachers as a way of
combating the high teacher; pupil ratio since teachers view teaching of Life
Skills Education as an additional burden on the already over stretched teaching
load. Future research on; parents view on the implementation of LSE, and
relevance and acceptability of Life Skills Education program among teachers
and learners were suggested. | en_US |
