An assessment of the integration of life skills education in the secondary school curriculum and its mode of delivery: a case study of Dagoretti district in Nairobi county
Masese, Joscah K
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Life Skills Education was introduced into Kenyan Secondary Education School curriculum to cover the gap that was left by the breakdown of the traditional ways. The core purpose of this study was to assess the integration of LSE into the secondary schools curriculum and its mode of delivery in Dagoretti district - Nairobi County. The study was guided by three main questions; what is the attitude of teachers and students towards LSE? What methods have been employed in the delivery of the LSE and their effectiveness? Is it taught as a stand alone subject or integrated in the core teaching subjects? The research adopted both qualitative and quantitative approaches. A descriptive survey design was used for study and a sample of 96 student respondents,(12)twelve teachers,(6) principals, Education officer took part in the study. Data was collected using questionnaires for the students, interview guides for the teachers, principals and for key informants. Observation guides were used. Data was analysed using (SPSS) version 20 to process the data collected. The analysis of the data enabled the researcher to come up with three major findings based on the three research questions. It was found out that; Schools in the area of study have embraced life skills education, it has been allocated time in the school timetable and teachers to teach the students during the lesson. Students and teachers have a positive perception towards the teaching of life skills education, and the school administration supports LSE. The methods employed to deliver the content are motivating and effective like discussion, story telling, debates, and demonstrations. Some teachers integrate life skills education with their core-teaching subjects as per the ministry regulations. The study came up with several recommendations: teachers should be taken for inservice training, more time should be allocated for life skills education. The school administration should take the implementation of LSE more seriously and buy textbooks and reference materials for the teachers and students.