| dc.description.abstract | The main purpose of this study is to identify the factors that influence the implementation of Life skills education into the regular primary schools in Langata Division. Many of the learners are dropping out of school at a very early age due to pregnancy and drug and substance related issues. Learners who are well equipped with Life skills are a able to make informed decision and to face everyday challenges. The study endeavored to determine the strategies used in teaching Life skills education, Identify the challenges teachers face while integrating and infusing life skills education into various subjects and determine possible solutions to these challenges.
There are 14 primary schools in Langata Division all the head teachers were sampled for the study. Simple random sampling was used to sample 10 learners from std 7 and 8 each. Teachers were purposely sampled, those teaching carrier subjects such as eRE, Science, Social Studies and one in charge of Guidance and counseling participated in the study. In schools where teachers teaching the carrier subject were more than one simple random sampling was employed. The research used secret balloting to get the correct sample of the teachers.
Data obtained was analyzed by use of Stastical Package for Social Sciences (SPSS) computer package to determine factors influencing implementation of life skills in public primary schools in Langata Division. Findings were presented through descriptive statistics by use of percentages and frequencies.
Among the major findings, the study revealed that Infusion and Integration are employed as strategies of teaching life skills education. It is also indicated that training of teachers is essential for proper implementation of life skills. It is also noted that some cultural values, beliefs and mass media impart negatively on the implementation of Life Skills Education. Training of all teachers and head teachers is essential for proper implementation of Life Skills Education. The findings indicate the willingness of teachers and learners to make Life Skills Education a subject on its own so that it will get the attention that it deserves.
Based-on reeommendations,-the-f{)Howing-rectHnmendations--were~made, the
current methodology of teaching of life skills need to be reviewed so that acquisition of psychosocial competences among the learners is not left to chance or at the teachers discretions. It was also recommended that mechanisms should be put in place to ensure appropriate identification of teachers and training on Life Skills Education for positive attitude and effective implementation beyond content teaching. Since schools are left to initiate their own psychosocial programmes, Kenyan schools, do not have harmonized and standardized Life Skills Education curriculum for the primary level. It is also recommended that there is need to re-examine the current approach of imparting Life Skills Education as it is mainly geared towards acquisition of knowledge and has failed to enhance translation of knowledge to application in real life circumstances.
The recommendations for further research included, study on the attitude of teachers towards teaching of Life skills Education in schools, the effect of Life skills Education on the learners' behavior, the role of education officers and quality and standards officers on the implementation of Life Skills. | en_US |
