ABSTRACT The assessment of the K.C.S.E agriculture project work has been plagued by disparities between the school and the external based assessments; with the inception of the 8-4-4 education system in Kenya the problem has become worse. The purpose of this study was to investigate the Determinants of Quality Assessment of Kenya Certificate of Secondary Education Agriculture Projects in selected secondary schools of Kakamega County from 1999 to 2003. The study endeavored to achieve the foll...
ABSTRACT Worldwide, young people and mainly the rural youth face challenges in trying to earn a livelihood, yet agriculture offers a lot of opportunities for investment and their livelihood. Malawi economy is predominantly agricultural. Young people form more than 50 per cent of the country’s population. Despite the Malawi government efforts to enhance youth participation in the agriculture sector through policy support, only few youths participate actively in this sector. This study sough...
ABSTRACT DespitetheimportanceofagricultureinKenya’seconomy,academicachievement ofsecondaryschoolagriculturestudentshasnotbeensatisfactory.Thestudents’ meanscoresinthesubjectfrom theyear2007to2013werelessthan50percentof theexpectedscorenationally.ThemeanscoresinAgricultureinEldoretEastSub County ranged between 5.11 and 5.62 outofthe possible 12.00.This poor performancehasbeenpartiallyattributedtostudents’learningstyles;theirinterest inthematerialunderstudy,motivationandthelearningenviron...
ABSTRACT Secondary school Agriculture in Kenya should equip the learners with knowledge and practical skills necessary for creation of employment. Agriculture is believed to be the backbone of the Kenyan economy contributing to over 30% of the Gross Domestic Product and employs about 80% of the rural population. Kenya Vision 2030 positions agriculture as a key driver for delivering the 10% annual economic growth. It is estimated that 64% of unemployed persons in Kenya are youth, indicating a ...
ABSTRACT Secondary school agriculture curriculum was introduced in Kenya to equip learners with knowledge on the basic principles of farming. The intention was to bring out school graduates who would embrace self-employment and even create employment for others in their farms. Agriculture sector contributes significantly to economic development of this country through; provision of food, employment, market for industrial goods, raw materials for industries and foreign exchange. To realize the...
The central aim of agricultural education at secondary school level is to train students in basic principles of agriculture and develop their skills. Although most schools offering agriculture subject have the school farm, few teachers often use supervised practical lessons. The study sought to determine; the availability of school farm, the level of secondary school students’ access to the school farm, and the influence of class size and teachers’ practical experience on students’...
With gradual recognition of diversity among learners by teachers and school administrators‘ world over; diversity in education remains key in managing learners. Although policy guidelines on elimination of discrimination in schools are available, implementation of diversity management in practically oriented subjects across Africa and particularly in Kenya is not well researched and documented. The purpose of this study was to examine how selected demographic characteristics of teachers...
For many of the world’s people, agriculture is both a source of food and a means of livelihood. In Kenya, the agriculture sector has immense contribution to the economy in terms of providing food, employment and foreign exchange among other roles. Women make essential contributions to the country’s agricultural and rural economy. Besides their daily routine consisting of cooking, cleaning, and other domestic chores, women are heavily involved in all aspects of the country’s agricul...
Agriculture is the backbone to Kenya’s economy. This fact justifies the need to integrate agriculture in the school curriculum, in order to equip the learners with problem- solving skills for self-sufficiency. Low performance of students in agriculture subject has become an issue in Rachuonyo North District, and therefore, factors influencing performance of the students needed to be understood, in order to seek practical ways of supporting the students to improve in their performance i...
Introduction and implementation of secondary school agriculture curriculum in Kenya was an endeavor in meeting the developmental needs of the surrounding communities and the country at large. In the case of Arid and Semi Arid Lands (ASALs), there is need for human resource that can improve agricultural productivity of the area. Implementation of agriculture curriculum has not sufficiently integrated agricultural activities in the curriculum within the school in preparation of competent h...
ABSTRACT Limited access to accurate and timely information by farming communities is perceived as a major drawback in the development of agriculture in Kenya. Subsequently, the Ministry of Agriculture, Livestock and Fisheries (MoALF) has promoted the integration of Information and Communication Technologies (ICTs) to improve farmers‟ access to information and rapidly transform the delivery of agricultural extension services to them. The initiatives promoted include; mobile telephony, web b...
ABSTRACT The study assessed the trend, structure, composition, determinants and effectiveness of Federal Government agricultural expenditure policies and the implications of these policies from 1960- 98.The study covered the Nigerian nation and used federal level time series data to achieve the set down objectives. The primary analytical method consisted of descriptive analysis, appropriate pictorial diagrams, line and pie charts. Stationarity, co – integration /error correction model (ecm...
ABSTRACT Subject choice leading to post secondary school career choice for school leavers in Kenya has become more challenging in the light of competition for admissions to relevant University, tertiary institutions’ courses and access to job opportunities. Many students miss relevant placement for agricultural courses and employment opportunities due to wrong subject combinations in secondary school. The problem that was investigated was the reasons for the decline in enrolment in Agricul...
ABSTRACT Education is a basic right and an essential part of human rights as recognized in the Universal Declaration of Human Rights. For the right to education to be realized, the process of learning should reflect the needs and aspirations of society. Technology is one such avenue through which education objectives may be achieved. Whereas evidence shows an increase in investment in ICT in education in Kenya, perceptions of teachers, learners and school Principals on the integration of ICT...
ABSTRACT Agriculture is a key element of the Tanzanian economy, it contributes about 46% of the GDP. It is not well mechanized, most of small scale farmers using rudimentary and poor technologies. Following the decentralization policy, the District Agriculture Development Plans (DADPs) established project programme to boost up agriculture to promote economic growth and poverty reduction at household level. This study was conducted in Korogwe District, Tanga Region in order determine the con...