Introduction of Life Skills Curriculum and the Influence of Teacher Related Factors on Its Implementation in Pre-Primary Schools in Ainamoi Division, Kericho County, Kenya
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Date
2018-06
Authors
Birgen, Dinah Chebii
Murungi, Catherine Gakii
Journal Title
Journal ISSN
Volume Title
Publisher
International Researchers
Abstract
Life Skills are coping skills that enhance the quality of life and prevent dysfunctional behaviour. One of the
most important objectives of education is the socialization of the individual. The school is a socializing agency, while
curriculum is a tool used to address challenges and emerging concerns of society hence constant effort is needed to
make this tool useful and to evaluate its effectiveness. Life skills were introduced in Kenyan school curriculum to help
address challenges and concerns of society. Children face challenges that include gender bias, early sexual debut,
drug and substance abuse, rape and exposure to Human Immunodeficiency Virus leading to Acquired
Immunodeficiency Syndrome. Introduction of pre-primary school Life skills curriculum could help address some of
these challenges. However since life skills curriculum was introduced, no documented study has been carried out so
far on pre-primary school level to identify factors influencing its implementation. This paper presents findings from a
study that was done to determine factors influencing introduction and implementation of pre-primary school life skills
curriculum. The study revealed that some of the reasons why life skills curriculum was introduced are; to inculcate
moral values among children at an early age, to provide them with protective skills in response to every day
challenges and to enable them to be responsible in making appropriate choices on issues affecting safety and related
aspects. The study further revealed that the curriculum meets the needs of learners; teachers have a positive attitude
towards life skills curriculum and that school administrators support its implementation. However, Results from the
study found that adequate preparation was not carried out before life skills curriculum was implemented hence
implementation is hampered by inadequate teaching/learning resources and that teachers were not adequately
prepared to implement pre-primary school life skills curriculum.
Description
Research Article
Keywords
Life Skills, Factors, Professional qualification, Teaching experience, Initial teacher training, Instructional methodology, Seminars/workshops/conferences, Teachers’ attitude.
Citation
International Researchers Volume No.7 Issue No.2