Factors influencing implementation of eco-school programmes in public primary schools in Kakamega Central District-Kenya
Kadenge, Anne U
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In Kenya, the implementation of eco- schools programmes IS a matter of great concern to the government because these programmes are concerned with achievement of sustainable management of water, health, energy, Agriculture, Biodiversity and waste materials. The process of implementation of the eco-schools programmes is far from perfection in spite of a lot of emphasis from stakeholders. These points at the possibility of there being influence or interference by unidentified or unknown factors. On this basis, this study sought to determine and document the factors influencing implementation of eco-schools programmes in Kakamega Central District. It was undertaken as a cross sectional survey among the public primary schools that are registered as eco- schools. It was based on a target population of 808 made up of 325 teachers and 483 standard eight pupils from the 16 public primary schools which are registered eco -schools in Kakamega Central District. Multi-stage sampling was applied in the study to ensure fair coverage s of teachers in all grades and pupils from all the three administrative divisions in the study area. The objectives of this study were to determine and describe the influence of adequacy of available resources on implementation of Eco-Schools Programmes, influence of pupils' environmental knowledge on implementation of eco-schools programmes and the extent to which teachers are prepared for implementation of eco-schools programmes. Data was collected using closed ended questionnaires on interview basis. The data was organized, coded, edited and analyzed using statistical package for social sciences, a computer package approved for scientific analysis. All the fmdings were subjected to significance testing at an alpha level of O.05.The findings have provided an opportunity for critical understanding of the factors influencing implementation of eco-schools programmes in the study area. Education administrators and policy makers may use the findings in setting strategies to improve state of the environment. Apart from this, publications originating from the study findings will improve academics across the entire world by increasing reference materials in the libraries. They were also used to develop a project report for examination purposes. On the basis of the study, the conclusions made were that most eco-schools do not have adequate resources for implementation of this programme .Majority of the teachers and school administrators are prepared for implementation of eco-school programme .Pupils ceo-knowledge influences implementation of most aspects of eco-schools programme.