A STUDY OF FACTORS INFLUENCING THE INTRODUCTION AND 
IMPLEMENTATION OF PRE-PRIMARY SCHOOL LIFE SKILLS 
CURRICULUM IN AINAMOI DIVISION, KERICHO COUNTY, KENYA 
 
 
 
 
 
BY 
 
BIRGEN DINAH CHEBII 
 
E55/CE/14105/2009 
 
 
 
 
 
 
A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF 
THE DEGREE OF MASTER OF EDUCATION (EARLY CHILDHOOD 
STUDIES) IN THE SCHOOL OF EDUCATION, KENYATTA UNIVERSITY 
 
 
 
 
 
AUGUST, 2014 
 
 
 
ii 
 
DECLARATION 
This Thesis is my original work and has not been presented for any other degree in any 
other university. 
Signature……………………………………………………….Date……………………… 
Birgen Dinah Chebii 
Registration Number: E55/CE/14105/09 
This Thesis has been submitted with our approval as university supervisors. 
 
Signature………………………………………………………Date……………………… 
Dr. Nyakwara Begi 
Lecturer  
Department of Early Childhood Studies,  
Kenyatta University 
 
Signature………………………………………………………Date……………………… 
Dr. Catherine Gakii Murungi 
Lecturer 
Department of Early Childhood Studies, 
Kenyatta University 
 
 
iii 
 
DEDICATION 
This work is dedicated to my late father Kipkoske Arap Kosumbei and my mum Sarah 
Lang‟at whose love and desire for education made me what I am today. 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
iv 
 
ACKNOWLEDGEMENT 
First and foremost, I give glory to God for giving me knowledge, patience, strength and 
good health during the stressful moments of this research. I am grateful to my supervisors 
Dr. Nyakwara Begi and Dr. Catherine Gakii Murungi for their tireless effort and 
constructive guidance in the preparation of this thesis. I appreciate the contributions of Dr 
Peter Koech at the proposal writing stage. I am greatly indebted to my parents for 
instilling the virtue of hard work in me, my loving husband Dr. J.K. Birgen who 
relentlessly stood by me during this study and whose editing prowess helped in shaping 
this work. I appreciate my children who typed the initial proposal and for their 
understanding, encouragement and support during the entire period of study. I deeply 
thank my mum Sarah Lang‟at, my brothers David Koske and Simon Koske whose 
interest in my study, continued prayers, physical and emotional support provided solace 
and impetus towards the success of this work at all stages. 
I also wish to thank the Kenya Institute of Education and Ministry of Education Officers, 
Early Childhood section for accepting to participate in the interview. I acknowledge the 
input of Mrs Eunice Koske the Coordinator DICECE- Kericho for her assistance in 
locating the sampled Pre-Primary Schools in Ainamoi Division. Finally, to the Ainamoi 
pre-primary school teachers who promptly responded to my questionnaires, I will always 
cherish your great help and kindness may the almighty God dearly bless you all. 
 
  
v 
 
TABLE OF CONTENTS 
DECLARATION ................................................................................................................. i 
DEDICATION ................................................................................................................... iii 
ACKNOWLEDGEMENT ................................................................................................. iv 
TABLE OF CONTENTS .................................................................................................... v 
LIST OF TABLES ............................................................................................................. xi 
LIST OF FIGURES .......................................................................................................... xii 
ABBREVIATIONS AND ACRONYMS ........................................................................ xiii 
ABSTRACT ..................................................................................................................... xiv 
CHAPTER ONE ................................................................................................................. 1 
INTRODUCTION .............................................................................................................. 1 
1.1 Background to the Study ........................................................................................... 1 
1.2 Statement of the Problem .......................................................................................... 7 
1.2.1 Purpose of the Study .............................................................................................. 8 
1.3 Objectives of the Study ............................................................................................. 8 
1.5 Significance of the Study ........................................................................................ 10 
1.6 Delimitation and Limitations of the study .............................................................. 11 
1.6.1 Delimitations of the Study ................................................................................... 11 
1.6.2 Limitations of the study ....................................................................................... 11 
1.7 Assumptions of the Study ....................................................................................... 12 
vi 
 
1.8 Theoretical and Conceptual Frameworks ............................................................... 12 
1.8.1 Theoretical Model of the Process for Curriculum Implementation ..................... 12 
1.8.2 Conceptual Framework ........................................................................................ 15 
1.9 Operational Definition of Terms ............................................................................. 18 
CHAPTER TWO .............................................................................................................. 21 
LITERATURE REVIEW ................................................................................................. 21 
2.0 Introduction ............................................................................................................. 21 
2.1 Definition of Life Skills .......................................................................................... 21 
2.2 Pre- Primary Schools Life Skills Curriculum ......................................................... 22 
2.3 The genesis of pre- primary school life skills curriculum in Kenya ....................... 23 
2.4 Factors Influencing Implementation of a Curriculum ............................................ 25 
2.4.1 Factors Related to Initiation of the Curriculum ................................................... 25 
2.4.1.1 Needs Assessment ............................................................................................. 25 
2.4.1.2 Clarity of the Objectives ................................................................................... 26 
2.4. 1.3 Involvement of Teachers in the Curriculum Development Process ................ 27 
2.5 Factors Related to the Adoption Process ................................................................ 29 
2.5.1 Development of Materials.................................................................................... 29 
2.5.2 Staff Training ....................................................................................................... 30 
2.5.3 Piloting of the Curriculum ................................................................................... 32 
2.5.4 Monitoring and Evaluation .................................................................................. 32 
vii 
 
2.6 Factors Related to the School ................................................................................. 33 
2.6.1 School Administration Support ........................................................................... 33 
2.6.2 Availability of Teaching/Learning Resources ..................................................... 34 
2.7 Factors Related to Teachers .................................................................................... 35 
2.7.1 Professional Qualification .................................................................................... 35 
2.7.2 Teaching Experience ............................................................................................ 36 
2.7.3 Initial Teacher Training ....................................................................................... 37 
2.7.4 In-Service Training .............................................................................................. 38 
2.7.5 Teachers Instructional Methodology ................................................................... 40 
2.7.6 Teachers‟ Attitude towards the Curriculum ......................................................... 42 
2.8 Summary of Literature Reviewed ........................................................................... 43 
CHAPTER THREE .......................................................................................................... 45 
METHODOLOGY ........................................................................................................... 45 
3.0 Introduction ............................................................................................................. 45 
3.1 Research Design...................................................................................................... 45 
3.2 Variables ................................................................................................................. 46 
3.2.1 Dependent Variable ............................................................................................. 46 
3.2.2 Independent Variables ......................................................................................... 47 
3.3 Location of Study .................................................................................................... 47 
3.4 Target Population .................................................................................................... 49 
viii 
 
3.5 Sampling Techniques and Sample Size .................................................................. 50 
3.5.1 Sampling Procedure ............................................................................................. 50 
3.5.2 Sample Size .......................................................................................................... 51 
3.6 Research Instruments .............................................................................................. 52 
3.6.1 Questionaire ......................................................................................................... 53 
3.6.2 Interview .............................................................................................................. 53 
3.6.3 Document Analysis .............................................................................................. 54 
3.7 Pilot Study ............................................................................................................... 54 
3.8 Validity and Reliability ........................................................................................... 55 
3.8.1 Validity ................................................................................................................ 55 
3.8.2 Reliability ............................................................................................................. 55 
3.9 Data Collection Procedures..................................................................................... 56 
3.10 Data Analysis ........................................................................................................ 57 
3.11 Logistical and Ethical Considerations .................................................................. 57 
CHAPTER FOUR ............................................................................................................. 59 
DATA ANALYSIS, PRESENTATION AND INTERPRETATION .............................. 59 
4.0 Introduction ............................................................................................................. 59 
4.1 Demographic Information ....................................................................................... 59 
4.1.1 Pre-primary School Teachers‟ Professional Qualifications ................................. 59 
4.1.2 Pre-Primary School Teachers‟ Teaching Experiences ......................................... 61 
ix 
 
4.1.3 Pre-Primary School Teacher‟s Gender ................................................................ 62 
4.2 The genesis of Pre-Primary School Life Skills Curriculum in Kenya .................... 63 
4.2.1 Importance of the Pre-Primary School Life Skills Syllabus According to 
Teachers ........................................................................................................................ 66 
4.2.2 The Value of Pre-Primary School Life Skills Curriculum to the Needs of the 
Learners......................................................................................................................... 67 
4.3 Factors Influencing the Implementation of Life Skills Curriculum ........................ 68 
4.3.1 Factors Related to Initiation ................................................................................. 69 
4.3.1.1 Needs Assessment ............................................................................................. 69 
4.3.1.2 Clarity of the Objectives of Pre-primary School Life Skills Syllabus .............. 70 
4.3.1.3 Involvement of Teachers in the Preparation of Pre –Primary School Life Skills 
Curriculum .................................................................................................................... 71 
4.4 Factors Related to the Adoption Process ................................................................ 73 
4.4.1 Development of Materials.................................................................................... 73 
4.4.2 Staff Training ....................................................................................................... 74 
4.4.3 Piloting of pre-primary School Life Skills Curriculum ....................................... 75 
4.4.4 Monitoring and Evaluation .................................................................................. 76 
4.5 Factors Related to the School ................................................................................. 78 
4.5.1 School Administrations Support .......................................................................... 78 
4.5.2 Availability of Teaching and Learning Resources............................................... 79 
4.6 Factors Related to Teachers .................................................................................... 84 
x 
 
4.6.1 Initial Teacher Training ....................................................................................... 85 
4.6.2 In-Service Training .............................................................................................. 86 
4.6.3 Teachers Instructional Methodology ................................................................... 87 
4.6.4 Seminars, Workshops and Conferences Held by KIE on Implementation of Life 
Skills ............................................................................................................................. 89 
4.6.5 Attitude of Teachers towards the Life Skills Curriculum .................................... 92 
CHAPTER FIVE .............................................................................................................. 95 
SUMMARY, CONCLUSIONS AND RECOMMENDATION ....................................... 95 
5.0 Introduction ............................................................................................................. 95 
5.1 Summary of Findings .............................................................................................. 95 
5.2 Conclusions ........................................................................................................... 101 
5.3 Recommendations ................................................................................................. 102 
5.4 Suggestions for Further Research ......................................................................... 103 
REFERENCES ............................................................................................................... 105 
APPENDICES ................................................................................................................ 115 
Appendix 1: Questionnaire for Pre-Primary School Teachers…………...…………….115 
Appendix 2: Interview Schedule for KIE and MoE Officers………………………......123 
Appendix 3: List of Pre-Primary School Centers per Zone in Ainamoi Division ….....128 
 
xi 
 
LIST OF TABLES 
Table 3.1: Sampling Frame of Pre-Primary Schools and Teachers in Ainamoi Division, 
Kericho County ................................................................................................................. 52 
Table 4.1: Teachers Highest Level of Professional Training ........................................... 60 
Table 4.2: Teacher‟s Teaching Experiences ..................................................................... 61 
Table 4.3: Pre-Primary School Teachers‟ Gender ............................................................ 63 
Table 4.4: Teachers Responses on whether it was important to introduce Pre-Primary 
School Life Skills Syllabus ............................................................................................... 66 
Table 4.5: Clarity of the Objectives of pre-primary school life Skills Curriculum to the 
Teachers ............................................................................................................................ 70 
Table 4.6: Percentage of Teachers involved in the Preparation of Pre –Primary School 
Life Skills Curriculum ...................................................................................................... 72 
Table 4.7 School Administrations Support in the Implementation of Pre-Primary          
School Life Skills Curriculum .......................................................................................... 78 
Table 4.8 Teaching and Learning Materials Available ..................................................... 80 
Table 4.9: Source of teaching materials ............................................................................ 81 
Table 4.10: Teachers Instructional Methodology ............................................................. 88 
Table 4.11: Seminars, Workshops and Conferences Held by KIE on Implementation of 
Life Skills .......................................................................................................................... 89 
Table 4.12: Attendance of Seminars, Workshops or Conferences held by MoE on Life 
Skills ................................................................................................................................. 90 
Table 4.13: Teachers Attitude Towards implementation of pre-primary school life skills 
curriculum ......................................................................................................................... 93 
xii 
 
LIST OF FIGURES 
Figure 1.2: Conceptual Framework Diagram ................................................................... 16 
Figure 3.1: Map of Kericho County showing administrative boundaries ......................... 49 
Figure 4.1: The Value of Pre-Primary School Life Skills Curriculum to the Needs of 
Learners............................................................................................................................. 67 
Figure 4.2: Adequacy of the available teaching and learning resources in pre-primary 
schools............................................................................................................................... 83 
Figure 4.3: Effectiveness of Initial Teacher Training ....................................................... 85 
Figure 4.4 Teachers Attendance of In-service Training ................................................... 86 
 
 
 
 
 
 
 
 
 
 
 
 
xiii 
 
ABBREVIATIONS AND ACRONYMS 
CRC                 Convention on the Rights of the Child 
ECDE               Early Childhood Development and Education 
EFA                  Education for All 
HIV/AIDS        Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome 
KCO                 Kenya County Office 
KESI                 Kenya Education Staff Institute 
KIE                   Kenya Institute of Education 
KISE                 Kenya Institute of Special Education  
LSE                   Life Skills Education 
MoE                 Ministry of Education 
QUASO            Quality Assurance and Standards Officers 
SEE                  Social Education and Ethics 
SHEP                School Health Education Program 
STI                    Sexually Transmitted Infection 
TAC                  Teachers Advisory Centre 
ToT                  Trainers of Trainers 
TSC                  Teachers Service Commission 
UNGASS          United Nations General Assembly Special Session 
UNICEF           United Nations International Children‟s Education Fund 
USAID              United States Agency for International Development 
xiv 
 
ABSTRACT 
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 emerging 
concerns of society hence constant effort is needed to make this tool useful and to 
evaluate its effectiveness. Kenyan 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. The purpose of 
this study was to investigate why pre-primary school life skills curriculum was 
introduced and to determine the factors that have influenced its implementation. This 
study was conducted in Ainamoi Division of Kericho County. Ainamoi Division was 
purposively sampled for the study since the region has high incidence of child abuse, 
child labour, early pregnancies and dysfunctional families, while pre-primary schools 
were randomly sampled. During the study questionnaires were administered to 47 pre-
primary school teachers, while two officers in charge of life skills curriculum at Kenya 
Institute of Education and Ministry of Education officials in charge of Curriculum 
implementation were interviewed by the researcher. The study used document analysis, 
interviews and questionnaires as research instruments. The study employed a descriptive 
survey research design. Qualitative data was analysed using thematic approach, whereby 
each objective under study was described in relation to the categories of responses given. 
Descriptive statistics involving frequencies, means and percentages were used to analyse 
data. Qualitative data was analysed using Statistical Packages for Social Sciences. 
Results from the study found that both needs assessment and piloting were not carried out 
before implementing this curriculum, the objectives of pre- primary school life skills 
curriculum are clear to majority of the teachers and that the curriculum meets the needs 
of the learners. Although teachers have a positive attitude towards implementation, the 
study found out that 83% were not involved in the curriculum development process while 
only 38.3% were aware of the curriculum through their ongoing self upgrading courses. It 
was also revealed that majority of school administrators support the implementation of 
life skills, however they lack teaching and learning resources to support effective 
implementation of the program. The study concludes that some of the reasons why life 
skills curriculum was introduced are; life skills inculcate moral values among children at 
an early age, that it was due to realization that children lack basic values and skills as 
they leave ECDE, 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 recommends that the teaching of pre- 
primary school life skills should be enhanced through providing seminars, workshops and 
teaching/learning resources to the classroom teachers to enrich their knowledge and 
teaching approaches. It is also necessary for both the Ministry of Education and Kenya 
Institute of Education to carry out an evaluation on implementation of pre-primary school 
life skills syllabus so that available gaps may be filled and improvements made. 
 
1 
 
CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
The need to focus on life skills as a critical response to the challenges facing young 
children today has found expression in international declarations such as the Convention 
of the Rights of the Child (CRC, 1989), Education For All (EFA, 1990) and the United 
Nations General Assembly Special Session (UNGASS, 2001). In June 2001, heads of 
state and government representatives met for the UNGASS on HIV/AIDS and this 
resulted in the issuance of a declaration of commitment. One of the commitments was to 
ensure that by 2005, at least 90% and by 2010 at least 95% of young men and women 
have access to information, education, including peer education and youth- specific HIV 
education. Provision of Services necessary to develop life skills required to reduce 
vulnerability to HIV infection, in full partnership with young persons, parents, educators 
and health care providers was part of the targets (UNGASS Declaration of commitment, 
2001). This declaration called for a need to expanded access to information and education 
as a means of combating HIV/Aids. Through the introduction of life skills curriculum, 
Countries and policy makers hope that learners, teachers and the communities would 
develop appropriate responses to confront the HIV/AIDS crisis, among other advantages 
of having life skills knowledge.  
The 1989 United Nations Convention on the Rights of child (CRC, 1989), linked life 
skills to education by stating that education should be directed towards the development 
2 
 
of the child‟s fullest potential. CRC reaffirms the fact that children, because of their 
vulnerability, need special care protection, and assistance. All these point to the need to 
empower children through incorporating the teaching of life skills in early childhood 
Education. The 1990 Jomtiem Declaration on Education for All (EFA) cites life skills as 
an essential learning tool for survival, capacity development and quality of life. This was 
further reinforced by the 2000 Dakar World Education Forum which stated that all young 
people and adults have the human right to benefit from an education that includes 
learning to know, to do, to live together this means that implementation of life skills is 
critical to the attainment of the EFA Goals. 
Schooling is understood to be a powerful factor which steers the acquisition of moral 
values. According to Straugham (1982) modern society is becoming increasingly lawless, 
violent, indiscipline, and permissive especially among the youth. Further, there is a 
general decline in respect to authority, politeness and good manners.  Teachers are not 
doing enough to impart the right values to children to ensure that their behavior is 
socially acceptable. The situation in Kenya is not different considering the widespread 
use of television and access to internet. Hence the introduction of life skills curriculum is 
envisaged to help children adjust and function appropriately in a dynamic social context. 
Developed countries have taken a lead in institutionalization of programs to teach life 
skills education. In the United States of America and other Countries in Europe, the 
programs have been identified to be successful due to inclusion of United States Agency 
for International Development (UNAIDS) benchmarks in their curriculum (UNAIDS, 
1997). 
3 
 
In Botswana, the MoE has infused life skills across the curriculum in secondary school 
subjects such as Developmental Studies, Biology, Religious Education, Integrated 
Science and Social Studies especially focusing on the guidance and Counseling program 
to work on skills development (Molobe et al. 1999). 
A report by the World Bank (2002) underscored the need to start educating people at an 
early age across the broader spectrum of the population in a bid to impart life skills and 
combat the spread of HIV/AIDS. Following the World Bank report and subsequent 
studies on social economic impact of HIV/AIDS, countries such as South Africa, Malawi 
and Zimbabwe have introduced teaching of life skills education in their school 
curriculum. The role of Life Skills Education (LSE) in preparing young people to respond 
to HIV pandemic is crucial at two levels. First, the young people need to keep themselves 
healthy as individuals. Secondly, since the young people are part and parcel of society, 
they should be taught (LSE) to give the necessary skills and abilities to cope with 
HIV/AIDS pandemic to avoid social stigma and stress. Research, especially in the 
developing countries, shows that lack of LSE and the presence of social stigma on 
HIV/AIDS patients contribute to the spread of HIV/AIDS infections (USAID, 2003, p. 
32). 
There are many challenges facing children as a result of the fast changing world. These 
include among others, negative peer pressure, gender bias, early marriages, kidnapping, 
trafficking, poverty, early sexual debut, substance abuse, rape, Human Immunodeficiency 
Virus/Acquired Immunodeficiency Syndrome( HIV/AIDS) pandemic and all other forms 
of child neglect occasioned by dysfunctional families (KIE, 2002). It is against this 
4 
 
background that United Nations International Children‟s Fund (UNICEF) partnering with 
the government of Kenya recommended the introduction of life skills curriculum from 
pre-primary school, through high school, and to teacher training colleges. The challenges 
facing children are compounded by factors such as; the complex developmental changes 
during adolescence which at times can be overwhelming; lack of positive role models; 
negative mass media influences; inadequate, inaccurate and unreliable sources of 
information on human sexuality (KIE, 2002). A combination of these problems renders 
the children vulnerable to health risks such as HIV infection and other related sexually 
transmitted diseases (KIE, 2002). 
Although research findings, declarations at conferences, workshops and others stress the 
importance of life skills in Kenya, the rapid expansion of Early Childhood Education may 
bring to surface other challenges associated with implementation of a new curriculum. 
This research therefore determined whether the implementation of life skills curriculum 
has been realised in pre-primary schools in Ainamoi Division of Kericho County.  
The life skills curriculum aims at equipping learners with psychosocial competencies that 
would help them make informed decisions, solve problems, think creatively, and 
communicate effectively. It also enables children to build healthy relationships, 
empathize with those in need and manage his/her life in a healthy and productive manner. 
It entails a comprehensive behaviour change approach that concentrates on the 
development of the psychosocial skills needed for life, (KIE, 2008). The course is 
designed to promote children‟s overall growth and development, thus enabling them 
makes appropriate choices that enhance academic performance. It helps children deal 
5 
 
with the issues that are likely to be distracters in their learning. Life skills offer an 
opportunity to realize good discipline which is the pillar to success in education and in 
life. This study was designed to investigate the factors influencing implementation of pre-
primary school life skills curriculum.  
One of the major objectives of life skills curriculum in pre- primary schools is to fill the 
gap created by the declining role of the parents and the general community in providing 
solutions to the needs and problems children face (KIE, 2002). Traditional African 
societies define education as a process by which people are prepared to live effectively in 
their immediate environment. Life skills curriculum is therefore designed to equip 
children with the appropriate values, skills norms and philosophies of life that would 
mould right attitudes and behaviour patterns consistent with a moral and ethical society 
as outlined by Sifuna (1990). 
The teaching of life skills to children is not a new phenomenon but the sharing of roles 
between various institutions like the family, religious, educational or any other institution 
which has the welfare of children in mind. It was in the light of this that the Koech 
commission (1999) noted that traditional African society had rules of conduct relevant to 
all stages of life from childhood; an individual went through intense education that is 
socialization process that prepared him or her for life in the society. Children were 
socialized and taught the importance of enduring hardships, living in peace and harmony 
with others and obedience to elders (Sifuna, 1990). In the past moral issues were 
incorporated in the School curriculum in subjects like Geography, History and Civics 
(GSC), Social Education and Ethics (SEE) at secondary school level. However SEE was 
6 
 
later removed from the syllabus due to complaints from religious leaders that it was 
killing the teaching of Christian Religious Education. Other approaches that have been 
used to impart social skills  include; Family Life education, Reproductive health, and an 
attempt to introduce sex education program for young children was opposed by both 
parents and religious leaders. This study examined the introduction of pre-primary school 
life skills curriculum and established the factors influencing its implementation. 
According to (KIE, 2008) Life skills education can provide effective intervention 
measures in response to children‟s development and needs. They are intended to equip 
young children with essential values and guiding principles to help them cope with every 
day challenges since the traditional structures that performed these functions have 
continuously crumbled and of course, the school has taken over much place in the life of 
children. Acquisition of positive attitudes, values and skills enables a child to live 
positively and responsibly. According to (KIE, 2008), life skills will promote confidence, 
improves listening skills and the child‟s self-esteem. Children also acquire knowledge, 
norms, values and skills of society and this enhances learning and shapes behaviour. 
These stated objectives can only be achieved if the teachers have the right attitude, staff 
training done, relevant teaching and learning resources availed, appropriate teaching 
methodologies utilized as well as a supportive school administration to effectively 
implement the life skills curriculum. There was therefore need to investigate how the pre-
primary school life skills curriculum is being implemented and the factors influencing its 
implementation.  
 
7 
 
1.2 Statement of the Problem 
According to Nzomo (2011), African society had proper structures and mechanisms to 
help children develop and grow as responsible and productive members of the society. 
Traditional education addressed the holistic view of human personality through the 
informal education system. However, due to changes in societal values, the traditional 
family and educational ties have largely broken down thereby leaving young children 
vulnerable. The challenges facing children include negative peer pressure, gender bias, 
early marriages, early sexual debut, substance abuse, rape and HIV/AIDS pandemic 
among others (KIE, 2002).This underlies the need for education in life skills. 
The importance of pre-primary skills curriculum led to its introduction in Kenyan schools 
in 2009. However since the life skills curriculum was introduced, no documented study 
has been carried out so far at pre-primary school level but studies have been carried in 
other levels of education like primary and secondary (Mutegi 2012, Maogoto 2012, 
Abobo 2012 and Kingori, 2013). Furthermore, life skills was introduced as a government 
policy to be taught from pre-school through high school and teacher training colleges, yet 
it is not known whether adequate training of teachers was done, relevant instructional 
materials provided and whether school administrators have embraced and supported the 
teaching of the new subject. 
The studies reviewed also did not show whether a needs assessment was carried out at 
pre-primary school level before life skills curriculum was introduced. The goal of needs 
assessment is to focus curriculum by defining the deficits in knowledge, attitude, or skills 
that currently exist in practitioners and the ideal approach to teaching and learning these 
8 
 
objectives. It would also ensure that the curriculum addresses the needs of the learners 
and that there were adequate conditions for effective implementation. Continuation of the 
pre-primary school life skills curriculum will depend on whether the stake holders like 
teachers have embraced the curriculum. It was also not clear whether any of the factors 
influencing the implementation of curriculum could be working against it thereby 
rendering it less effective. Thus it was essential to conduct a study to examine the extent 
to which the curriculum is being implemented and to bring to the attention of 
stakeholders of pre-primary school, gabs which may be in the implementation process. 
Knowledge of the above would enhance designing of intervention strategies that would 
facilitate successful implementation of the pre-primary school life skills curriculum.  
1.2.1 Purpose of the Study 
The purpose of this study was to investigate why the pre-primary school life skills 
curriculum was introduced. The study was also to find out the factors influencing 
implementation of the curriculum.  
 1.3 Objectives of the Study 
(i) To review why the pre-primary school life skills curriculum was introduced. 
(ii) To establish when needs assessment was carried out at pre-primary school level 
before implementation of pre-primary school life skills curriculum. 
(iii) To identify the learner needs provided by pre-primary life-skills curriculum and 
whether teachers have a positive attitude towards its implementation. 
9 
 
(iv) To find out the percentage of teachers who were involved in the preparation of pre-
primary school life skills curriculum. 
(v) To establish teachers‟ preparedness with respect to the following: initial teacher 
training, in-service training, and the use of appropriate instructional methodology, 
attendance of seminars, workshops and conferences before the implementation of the pre-
primary school life skills curriculum. 
(vi) To find out when pre-primary school life skills curriculum was piloted. 
(vii) To investigate what materials were developed, their adequacy and their sources to 
support effective implementation of the pre-primary school life skills curriculum. 
(viii) To determine how school administrators are supporting teachers in the 
implementation of pre-primary school life skills Curriculum.  
(ix) To find out when monitoring and evaluation of the implementation of pre-primary 
school life skills curriculum was carried out. 
 1.4 Research Questions 
The questions to be answered were: 
(i) Why was the life skills curriculum introduced in pre-primary schools? 
(ii) When was needs assessment done in preparation for the introduction of pre-primary 
school life skills curriculum? 
10 
 
(iii) What learner needs do pre-primary school life skills curriculum provides to the 
learners and what is the attitude of teachers towards its implementation?  
(iv)  What percentage of teachers was involved in the curriculum development process of 
pre-primary school life skills? 
(v)  How were teachers prepared before the implementation of the pre-primary school life 
skills curriculum? 
(vi)  When was pre-primary school life skills curriculum piloted? 
(vii) What materials were developed before implementation of the pre-primary school life 
skills curriculum and where do teachers get them from? 
(viii) How do School administrators support pre-primary school teachers in the 
implementation of pre-primary school life skills curriculum? 
(ix) When was monitoring and evaluation carried out on implementation of pre-primary 
school life skills curriculum? 
1.5 Significance of the Study 
The study provides information which contributes to the understanding of why pre-
primary school life skills curriculum was introduced and the factors influencing its 
implementation. Curriculum developers may benefit from this study by knowing whether 
the life skills curriculum is being implemented as envisaged. Curriculum developers may 
also use the findings of the study when designing resources such as syllabuses, teachers‟ 
11 
 
guide and other text books to enhance effective implementation of pre-primary school life 
skills curriculum.  
Teacher trainers could use the findings of the study to equip teacher trainees with relevant 
and appropriate skills which will enhance the achievement of desired goals of pre-
primary school life skills education. The results of this research may be useful to quality 
assurance officers (QUASO) as well as Teacher Advisory Centre (TAC) Tutors to 
organize seminars which will improve implementation of pre-primary school life skills 
curriculum. The findings of this study may be used by teachers to improve their 
performance and instructional practices, and can be used as a reference study in the 
teaching of life skills in pre-primary schools in Kenya.  
1.6 Delimitation and Limitations of the study 
1.6.1 Delimitations of the Study 
This study was delimited to pre-primary school teachers in Ainamoi Division of Kericho 
County only. Besides there is scanty literature on previous study of life skills education, it 
being a fairly new concept in education system in Kenya.  
1.6.2 Limitations of the study 
The researcher was limited by financial constraints since the study required a lot of 
travelling to access the selected pre-primary schools. Time was also a limitation 
particularly because Ainamoi is an expansive Division this confined the study to only the 
randomly selected pre-primary schools within one Division. Besides, this study was 
conducted in Ainamoi Division of Kericho County; hence the results cannot be 
12 
 
generalized to other populations that are not similar. However it may be used as a basis to 
conduct similar studies elsewhere.  
1.7 Assumptions of the Study 
The study was guided by the assumptions that pre-primary school teachers have positive 
or negative attitude towards the life skills curriculum. Teachers with positive attitude 
teach life skills effectively while the opposite applies to those with negative attitudes 
towards life skills curriculum. Attitudes of respondents may also affect the success of the 
study especially if they feel incompetent in implementing the curriculum. If they have a 
positive response and attitude to the study, then they will provide genuine responses. The 
opposite will be true if they display a negative attitude and lack of interest to the study. It 
was also assumed that pre-primary school teachers have the support and resources for the 
implementation of life skills curriculum and that they have the relevant knowledge and 
skills to achieve the desired objectives. The respondents were also assumed to be truthful 
and honest in their responses to the questionnaires. 
1.8 Theoretical and Conceptual Frameworks 
1.8.1 Theoretical Model of the Process for Curriculum Implementation 
This study was guided by Michael Fullan‟s Educational Change Model Fullan (1991). 
Fullan proposed that there are four broad phases in the curriculum change process: 
initiation, implementation, continuation, and outcome.  
During the initiation stage, Fullan (1991) identifies the factors that affect initiation as: 
existence and quality of innovation, access to innovation, advocacy from central 
13 
 
administration, teacher advocacy and external change agents. He asserts that many 
innovations are attempted without careful examination of whether or not they address 
what they are perceived to be priority needs. Therefore in the initiation of pre-primary 
school life skills curriculum, it was important to ensure that the innovation was of good 
quality, accessible and that all stake holders for example parents, educational experts, 
teachers, head teachers, religious organizations were involved. This will enable them to 
understand the aims, roles and expectations of the curriculum so that they can own the 
process. 
During the implementation phase, Fullan and Stigelbauer (1991) identified three areas 
affecting implementation as: Characteristics of change, local characteristics, and external 
factors (government and other agencies).They also identified characteristics of change 
that each stakeholder should consider before committing a change effort or rejecting it. 
According to Fullan clarity about the goals and need for change is an important factor 
and a lack of it will be a problem to the change process. Of equal importance is the 
complexity of the change as well as the quality and practicability of the program. The 
curriculum developers therefore needed to examine the complexity of implementing life 
skills with regard to skills required; teaching strategies and materials needed for 
implementation. This study investigated whether needs assessment was done before the 
introduction of life skills curriculum and whether it met the needs of the learners. 
The third phase in the educational change model is continuation. Continuation is a 
decision about institutionalisation of an innovation based on the reaction to the change, 
which may be negative or positive. Continuation depends on whether or not; the change 
14 
 
gets embedded into the structure (through policy/budget/timetable), it generates a critical 
mass of administrators and teachers who are skilled and committed and whether it has 
established procedures for continuing assistance. This is the mature stage of 
implementation of pre-primary school life-skills curriculum and requires continued fine-
tuning to enable it achieve the expected outcomes. Regular surveillance over the program 
is necessary to ensure effective implementation, detect deficiencies and come up with 
intervention strategies. Fullan (2001) is of the opinion that education change is a dynamic 
process involving many interacting variables. Continuation of the pre-primary school life 
skills will depend on whether all stakeholders have fully embraced the curriculum; 
teachers and administrators have skills and commitment for implementation.  
The last phase of education change process is outcome. Achievement of a successful 
change outcome will depend on: Active initiation and participation, as well as pressure, 
support and negotiation by all societal agencies. Positive change outcome would also 
result from changes in skills, thinking, committed actions, and the overriding problem of 
ownership. In the implementation of pre-primary school life skills curriculum therefore, 
successful outcome will rely on the building of a coalition with all change agents. Fullan 
states that if anyone or more variables are working against implementation, the process 
will be less effective. According to him, the more factors supporting the implementation, 
the more change in practice will be accomplished. This study investigated the factors 
influencing the implementation of pre-primary school life skills curriculum. 
The model was adopted because it helps to illustrate some aspects of the implementation 
of the pre-primary school life-skills curriculum and provides a framework for 
15 
 
understanding curriculum implementation. The model demonstrates how different 
variables influencing implementation of pre-primary school life skills curriculum are 
interconnected from initiation to outcome.  
1.8.2 Conceptual Framework 
The conceptual framework captures the main variables and their interrelationships. A 
number of factors interact in a dynamic way if effective implementation is to be 
achieved. These variables are grouped as factors relating to: Initiation process, the 
adoption process, the teacher related variables and variables that relate to the school. 
Effective interaction of these variables would lead to pre-primary school children 
acquiring knowledge, norms, values and skills of society. The relationship between the 
dependent and independent variables is shown in figure 1.2. 
 
 
 
 
 
 
 
 
 
 
 
16 
 
Figure 1.2: Conceptual Framework Diagram 
    
    
 
 
 
 
 
 
             
 
 
 
                                                               
  
 
         
 Key:  
                         Study Variables 
                         Non-study Variables 
                               EDUCATIONAL OUTCOMES        
 
 Acquire knowledge, norms, values and skills of society 
 Cope with challenges 
 Acquire positive attitudes 
 Promote confidence 
 Improve listening skills 
 Shape behavior 
VARIABLES RELATED TO INITIATION 
OF CURRICULUM 
 Needs assessment 
 Clarity of the objectives  
  Involvement of teachers 
 
 
 
VARIABLES RELATED TO THE 
SCHOOL 
 Availability of teaching and learning 
resources 
 School administrations support 
IMPLEMENTATION 
OF PRE-PRIMARY 
SCHOOL LIFE 
SKILLS 
CURRICULUM 
 
VARIABLES RELATED TO 
THE ADOPTION PROCESS 
 Development of materials 
 Staff training 
  Piloting of the curriculum 
 Monitoring and Evaluation 
  
 
 
 
TEACHER RELATED 
VARIABLES 
 Professional qualifications. 
 Teaching experience 
 Initial teacher training 
 In-Service training  
 Instructional methodology 
 Seminars, workshops and 
conferences 
 Attitudes towards the  Life 
skills curriculum 
  
 
17 
 
Figure 1.2 shows the variables influencing the implementation of pre-primary school life 
skills curriculum which subsequently impacts on educational outcomes. These factors 
include the initiation of curriculum, the adoption process, the school, as well as the 
teacher related variables.        
  At the initiation phase of the curriculum process the factors that may influence 
implementation are needs assessment, clarity of objectives and involvement of teachers in 
the curriculum development process. Variables related to the adoption process may also 
influence curriculum like the development of materials, staff training as well as piloting 
of the curriculum. Development of teaching learning materials is considered vital for 
success of education change and inadequate quality or unavailability of materials impairs 
curriculum implementation. The teacher related variables include initial teacher training, 
in-service training, as well as teachers‟ attitude towards the curriculum. These factors can 
impede the successful implementation of curriculum.  
Curriculum implementation can also be influenced by variables related to the school. 
These include availability of teaching and learning resources, and school administration‟s 
support. Instructional materials at pre-primary school level are central to curriculum 
implementation. School administration also play instrumental leadership roles by 
providing teaching/learning resources and guiding the curriculum implementation. It was 
important therefore to look at how all these variables are influencing the implementation 
of the pre-primary school life skills curriculum in Ainamoi Division of Kericho County. 
The relationship between the dependent and independent variables is shown in figure 1.2. 
18 
 
1.9 Operational Definition of Terms 
Attitude: Refers to the position assumed by pre-primary school teachers regarding the 
implementation of life skills curriculum which will influence their beliefs, feelings and 
behaviour.  
Availability of Teaching and Learning resources: Refers to presence of teaching and 
learning tools like syllabus, teacher‟s instruction manuals and charts among others for 
implementing life skills curriculum. 
Clarity of Objectives: refers to whether teachers understand the objectives of the pre-
primary school life skills curriculum. 
Complexity of Objectives: Refers to a situation where pre-primary school teachers are 
unable to interpret the objectives of pre-primary school life skills curriculum. 
Curriculum: Refers to the whole body of learning experiences and content offered in the 
life skills curriculum. 
Development of Materials: Refers to preparation of teaching and learning resources like 
syllabus, teachers‟ guides, text books and other materials required for implementation of 
pre-primary school life skills curriculum.  
Implementation: Refers to the adoption of the pre- primary school life skills curriculum 
and dissemination its content to the pre- primary school children so as to achieve the 
desired objectives. 
19 
 
Initial Teacher Training: Is a process through which teachers are equipped with 
knowledge and skills necessary for interpretation and implementation of a curriculum 
before they start teaching in pre-primary school. 
In-Service Training: Refers to short courses offered to teachers and other education 
officers before pre-primary school life skills curriculum was implemented and during 
implementation.  
Instructional Methodology: Refers to the recommended approaches used to impart life 
skills in pre-primary school. 
Involvement of Teachers: Refers to incorporation of pre-primary school teachers in the 
planning and design of pre-primary school life skills curriculum. 
Life Skills: Refers children‟s ability to make informed decisions, solve problems, relate 
with others and communicate effectively. 
Needs Assessment: Refers to the process of determining the necessity of introducing life 
skills curriculum in pre-primary schools.  
Professional Qualifications: Refers to teacher‟s level of training. It includes untrained, 
undergoing training, certificate, diploma in ECE, BED (ECE). 
Psychosocial skills: Refers to strategies acquired through life skills education which 
enhance independent living like relating with others, effective communication, 
controlling emotions, acquisition of positive values and behavior, norms and attitudes 
among others. 
20 
 
Seminars, Workshops and Conferences: Refers to forums where pre-primary school 
teachers meet to share ideas on how to effectively implement life skills curriculum. 
School Administrations Support: Refers to the supervisory function by head teachers 
through provision of instructional resources and guiding the implementation of pre-
primary school life skills curriculum. 
Staff Training: Refers to a process through which education officers, concerned with 
designing and supervising the pre-primary school life skills curriculum are empowered. 
Teachers’ Training: Refers to equipping teachers with additional skills in preparation 
for implementation of the new pre-primary school life skill curriculum. 
Teaching Experience: It refers to the number of years the teacher has taught in ECDE 
centers. 
 
 
 
 
 
 
 
21 
 
CHAPTER TWO 
LITERATURE REVIEW 
2.0 Introduction 
This chapter describes the meaning of life skills and outlines what pre-primary school life 
skills curriculum entails. It also points out the reasons behind the introduction of pre-
primary school life skills curriculum and a review of various studies conducted on factors 
influencing effective curriculum implementation.  
2.1 Definition of Life Skills 
Several authorities have defined life skills differently emphasizing different traits that an 
individual require to cope with their environment and challenges of life, for example: 
WHO, 1999 (World Health Organization) emphasizes abilities for adaptive and positive 
behavior that enables individuals to deal effectively with the demands and challenges of 
everyday life such as; problem solving, critical thinking, personal skills, self-awareness 
and interpersonal skills. Secondly, UNICEF, 2004 (United Nations International 
Children‟s Fund) focuses on psycho-social and interpersonal skills which can help people 
to make informed decisions, communicate effectively, cope effectively,  manage oneself 
and lead a healthy and productive life. Finally Rooth (1998) identifies life skills as coping 
mechanisms that enhance quality of life and prevent dysfunctional behavior, by 
facilitating meaningful interaction and positive relations with others.  
 
 
22 
 
2.2 Pre- Primary Schools Life Skills Curriculum 
Life skills in a pre-school curriculum area entail the acquisition of abilities for adoptive 
and positive behavior that enables individuals to deal effectively with the demands and 
challenges of everyday life (KIE, 2008). It aims at equipping the learner with 
psychosocial competencies and interpersonal skills that would help them make informed 
decisions, solve problems think critically and creatively. It also empowers learners to 
communicate effectively, build healthy relationships, empathize with those in need and 
manage his/her life in a healthy and productive manner. It is a comprehensive behavior 
change approach that concentrates on the development of psychosocial skills needed for 
life (KIE, 2008). Children also acquire knowledge, norms, values and skills of a society 
and this enhances learning and shapes behaviors learned early, which may translate into 
inappropriate behavior at a later stage of life. 
According to KIE, (2008) it is envisaged that through life skills, learners will be able to 
acquire the following skills with the implementation of this curriculum: 
 Awareness of self and the need to be assertive. 
 Communicate effectively with other children, parents or guardians and other 
people on issues and concerns that affect self. 
 Develop skills that promote personal hygiene. 
 Self feeding skills. 
 Become independence in dressing self. 
 Make informed and appropriate choices on issues affecting his or her safety at 
all times. 
23 
 
 Relate with strangers cautiously. 
 Have a positive behavior change. 
This study therefore addressed factors influencing the introduction and implementation of 
life skills as these will have a bearing on the achievement of the required skills and the 
expected positive behavior change. 
2.3 The genesis of pre- primary school life skills curriculum in Kenya  
According to the KIE implementation of the Aids Education program monitoring 
exercise, (2000, 2004) on HIV and AIDS project, the results indicated that there existed a 
gap between knowledge and behavior change among the learners. Psycho-social 
competencies were perceived as a missing link and life skills education was seen to be 
the stop gap measure and hence the need to treat life skills as a component on its own and 
incorporate it into the school curriculum 
The fundamental reason for the implementation of the pre-primary school life skills 
syllabus was as a critical response to the challenges facing young children today. 
According to KIE (2008) Life skills development activities are effective intervention 
measures in response to children‟s developmental needs. They are intended to equip 
young children with essential values and guiding principles to help them cope with every 
day challenges. Acquisition of positive attitudes, values and skills will enable a child to 
live positively and responsively (KIE, 2008). 
KIE (2006) Monitoring report on integration of life skills Education in primary schools 
indicated that with infusion and integration approach teachers at times find it difficult to 
24 
 
create linkage between subject content and life skills, and if not well planned they tend to 
deviate from subject content. The report further indicated that teachers emphasize the 
academic knowledge at the expense of psycho-social issues and that curriculum support 
materials are essential requirements in the implementation of life skills. It also 
emphasized that a well trained teacher in life skills is in a better position to deliver the 
content more easily and efficiently (KIE Monitoring report on life skills Education, 
2006). However, this evaluation involved primary schools only and this was before life 
skills were introduced as a standalone subject.   
KIE developed a concept paper on the establishment of life skills education as a subject 
in 2006. This was the paper that gave direction on the establishment of life skills 
education as a subject and informed the curriculum process, consequently the Ministry of 
Education as per circular No: QAS/A/2/1A/75 advised all schools to teach life skills as a 
non-examinable subject. By a copy of the same circular KIE was required to distribute 
the syllabus and carry out sensitization workshop for teachers, Teachers Advisory 
Centers (TAC) tutors and Quality Assurance and Standards Officers to realize its 
effective implementation. According to Nzomo (2011) KIE conducted a situational 
analysis on the level of knowledge and application of life skills among primary and 
secondary school learners in Kenya. However, there was no indication of needs 
assessment carried out in pre-primary schools. 
 
 
25 
 
2.4 Factors Influencing Implementation of a Curriculum 
There are several factors that influence the implementation of curriculum. These factors 
can be categorized as: Factors related to initiation of the curriculum, those that relate to 
the adoption process, factors related to the school, and teacher related factors. The factors 
have been discussed in the following subsections. 
2.4.1 Factors Related to Initiation of the Curriculum  
These factors include: Needs assessment, clarity of objectives and involvement of 
teachers.  
2.4.1.1 Needs Assessment 
Needs assessment involves finding out the context in which curriculum activities are to 
take place. The goal of needs assessment is to focus curriculum by defining the deficits in 
knowledge, attitude, or skills that currently exist in practitioners and the ideal approach to 
teaching and learning these objectives (Barnett, 2000). It also involves collection of basic 
data in two main areas; the needs of the learners and the social economic circumstances 
in relation to these needs. The information is gathered from the parents, teachers, 
administrators, religious organizations, the community, the government, and curriculum 
developers. The information gathered is used to inform the curriculum implementers on 
the strengths and weaknesses of the existing curriculum, whether the existing curriculum 
should be revised or overhauled. Teachers are also involved at this stage so that they can 
inform curriculum implementers about the existing curriculum, what should be done to 
improve it or if it should be changed. 
26 
 
 Fullan (2001) observes that many innovations are attempted without careful examination 
of whether or not they address what are perceived to be priority needs; and further asserts 
that the “fit” between a new program and school needs is essential. Huberman and Miles 
(1984) similarly states  that at the early implementation stage, people involved must 
perceive both that the needs being addressed are significant and that they are making at 
least some progress towards meeting them. Therefore, needs assessment is necessary 
since no curriculum or committee of planners is omniscient. This research therefore 
investigated whether a proper needs assessment was carried out before the introduction of 
pre-primary school life skills curriculum. 
2.4.1.2 Clarity of the Objectives  
Clarity of the objectives of the curriculum is necessary if significant change is to occur. 
According to Fullan (2011) lack of clarity is a perennial problem in the change process; 
further lack of clarity-diffuse objectives and unspecified means of implementation-
represents a major problem at the implementation stage. However, according to Maogoto 
(2012) who carried out a study on challenges in the implementation of life skills in public 
primary schools in Nakuru municipality, most teachers were aware of the importance of 
life skills curriculum but there was no emphasis in the teaching, hence implementation 
was not effective in most schools. The study concluded that there was need for more 
sensitisation forums especially for teachers on the role life skills plays in the life of 
children. 
 According to Fullan and Pomfret (1977) low explicitness ends with user confusion, lack 
of clarity and frustration, which together results in a low degree of implementation. The 
27 
 
study determined whether the objectives of pre-primary school life skills curriculum were 
clear to the pre-primary school teachers and if not how this impeded the implementation 
of curriculum. 
2.4. 1.3 Involvement of Teachers in the Curriculum Development Process 
The strategy for implementation of curriculum was clearly outlined by Pai (1976,P. 10) 
when he spoke as permanent secretary for education and training to one of the early 
secondary school curriculum workshops in Solomon Island (South West Pacific).His 
remarks were as follows: 
“By having a large proportion of teachers involved in curriculum 
development workshops, two benefits accrue; One, a more acceptable and 
relevant program should be developed, and secondly the problems of 
implementation should be reduced… we are not only permitting, but also 
demanding that they (teachers) get involved in curriculum decision 
making…” 
The information presented in the workshop indicated that teachers in Solomon Island 
prefer the highly participatory model of curriculum development. Stenhouse (1979) 
further identifies the teacher as the main agent in the curriculum implementation process 
and argues that implementation is the manner in which the teacher selects and mixes 
various aspects of knowledge contained in a curriculum document or syllabus. 
Implementation takes place when the teacher constructed syllabus, the teachers‟ 
personality, the teaching materials and the teaching environment, interact with the 
28 
 
learner, (University of Zimbabwe, 1995). Thus curriculum implementation is a process in 
which an officially designed course of study is translated by the teacher into syllabuses, 
schemes of work and lessons to be delivered to students. Teachers should be involved at 
all stages of curriculum planning, development and implementation. Teachers‟ ideas are 
needed especially in the selection of teaching resources, tools and equipment Ayaga 
(2013). 
 According to the University of Zimbabwe module (1995), teachers view their role in 
curriculum implementation as an autonomous one. They select and decide what to teach 
from the prescribed syllabus or curriculum. Since implementation takes place through the 
teacher/learner interaction in the planned learning opportunities, the role and influence of 
the teacher in the process is indisputable.  
In outlining the research needs of curriculum developers Ogula (1984, p.2) emphasized 
the importance of involving the teacher in designing a curriculum. He states as follows: 
“However qualified they may be, a curriculum developer cannot lose 
touch with schools and still retain a viable program. Every curriculum 
developer is expected to refine his goals and make his curriculum relevant 
to the needs of today and tomorrow. This demands a continuous dialogue 
between the curriculum developer and those implementing the 
curriculum”  
Hence the teacher to a large extent determines the success of any curriculum sing the 
objectives drawn in the syllabus as a guide; the teacher manipulates resources to assist the 
29 
 
learners so that the objectives are met. The curriculum planner therefore, needs to 
coordinate with the teacher so that viable curriculum may be drawn out. This research has 
therefore investigated whether teachers were involved in the curriculum planning and 
design of life skills education as this has a bearing on its effective implementation.  
2.5 Factors Related to the Adoption Process 
These factors include development of materials, staff training and piloting of the 
curriculum.  
2.5.1 Development of Materials 
Kallon, (1996) asserts that the quality of learning materials and other products are 
considered vital for the success of education change; further inadequate quality and 
unavailability of materials impair curriculum innovation projects. Well articulated 
adopted materials, which are complete, well organized, comprehensive as well as detailed 
and, address “how to” concerns are more effective at the implementation (Fullan, 
2001).United Nations Educational Scientific and Cultural Organization (UNESCO), 
(2009) indicates that ideally teachers should have teaching-learning resources available in 
order to implement the new curriculum. It involves the development of physical facilities 
and purchase of materials to ensure successful activation of the program. This study 
determined whether teaching and learning resources were available for the 
implementation of the pre-primary school life skills curriculum. 
Kaburu (2007) in a study of utilization of learning resources in Kikuyu model pre-school 
in Kikuyu division, noted that instructional resources provide children with a means to 
30 
 
express feelings, concerns and interests as well as acting as a channel for social 
interaction with adults and other children. According to the study many schools are faced 
with limitations in implementation of science activity curriculum which include adequate 
and quality teaching and learning resources. 
In 2000, with assistance from UNICEF, Kenya country office (KCO) and KIE developed 
40,000 sets of instructional materials on life skills education. These materials included: 
Life skills education for lower and upper primary, Life skills education for the youth, Life 
skills education-Facilitator‟s Handbook (Nzomo, 2011). In September 2008 the Life 
Skills Education (LSE) curricula and curriculum support materials like syllabuses, 
teachers‟ handbooks and training manuals were developed.  Circular No: QAS/A/2/1A/75 
advised all schools to teach life skills as a non-examinable subject. This study therefore 
investigated whether there were adequate materials that were availed for the 
implementation of pre-primary life skills syllabus and how these materials are 
influencing the implementation of pre-primary life skills curriculum in Ainamoi Division 
of Kericho County. 
2.5.2 Staff Training 
This is a process through which officers concerned with designing, writing and 
supervising of curriculum are prepared. This is to update them on content in the 
curriculum which may require new strategies to implement. To strengthen the teaching 
and learning of life skills education, KIE undertook a number of activities aimed at 
building capacity of teachers in order to mainstream life skills education. According to 
Nzomo (2011), KIE organized and conducted an orientation workshop for the officers 
31 
 
that included: curriculum developers, Quality Assurance and Standard Officers 
(QUASO), Trainers of Trainers (ToT‟s), Kenya Institute of Special Education (KISE) 
and Teachers Service Commission (TSC) officers. The aim of the exercise was to create 
awareness on life skills curriculum content and how it was to be incorporated into the 
school curriculum. Those oriented were drawn from Kwale, Garissa, Nairobi, Meru 
North, and Tana River, Koibatek, Nakuru, Kajiado and Laikipia districts. Considering 
that there was no report on orientation carried out in other districts, the effectiveness of 
this orientation may be questionable. 
Rembe (2006) in a study carried out in Zimbabwe on challenges facing implementation 
of life skills program, the cascade model of teacher training is pointed out as one of the 
challenges facing implementation. According to this study the strategy is disappointing 
because few teachers are chosen to receive training and they in turn train others in 
schools. As a result information is not transmitted properly and consequently fails to 
equip teachers with the requisite skills. The cascade approach is further undermined by 
the short duration of the courses (one to two days) while deep conceptual content 
knowledge and skill development require significantly more time. However, the cascade 
system is one of the approaches which can easily be adopted in Kenya so as to reach as 
many teachers as possible within a short time. This study therefore established whether 
staff was prepared for the implementation of pre-primary school life skills curriculum. 
 
 
32 
 
2.5.3 Piloting of the Curriculum 
This is implementing the curriculum in a limited scale in selected schools to see the 
reaction of students, teachers, parents and other stake holders. According to Shiundu and 
Omulando (1992), it is an evaluation activity of formative type. Data that emerges from 
the piloting may be used to make decisions and to improve the curriculum. According to 
University of Washington (2008), piloting a curriculum helps to identify which sections 
of the curriculum work and which sections need strengthening. The process should 
include a comprehensive evaluation of the curriculum‟s effectiveness and usefulness in 
achieving the course‟s training objectives. This study inquired whether the pre-primary 
school life skills curriculum was piloted before its implementation. 
2.5.4 Monitoring and Evaluation 
This involves regular surveillance over the program to ensure effective implementation 
detect problems and come up with intervention strategies. It is the process of determining 
the extent to which curriculum objectives are being achieved (Shiundu and 
Omulando,1992). 
 According to KIE (2006) a Monitoring exercise had been carried out on effectiveness of 
integration of life skills at primary school level. This was however carried out before life 
skills were introduced as a standalone subject. The report indicated that with infusion and 
integration approach teachers at times find it difficult to create linkage between subject 
content and life skills, and if not well planned they tend to deviate from subject content. 
The report further indicated that teachers emphasize the academic knowledge at the 
expense of psycho-social issues and that curriculum support materials are essential 
33 
 
requirements in the implementation of life skills. This study therefore inquired whether a 
monitoring and evaluation exercise had been carried out since the introduction of life 
skills in pre-primary schools. 
2.6 Factors Related to the School 
The factors include:  School administration support and availability of teaching learning 
resources. 
2.6.1 School Administration Support 
 Fullan (2001) points out that school administration support strongly influence the 
likelihoods of change. According to University of Zimbabwe (1995, p.36) curriculum 
implementation cannot be achieved unless it has been made possible through the 
supervisory function of school head. The head does this through: deploying of staff, 
allocating time to subjects taught at school, providing teaching and learning materials and 
creating an atmosphere conducive to effective teaching and learning, the head also 
monitors and guides curriculum implementation through ensuring that schemes of work, 
lesson plans and record of work are prepared regularly. 
Olembo, Wanga and Karugu (1992) noted that the head teacher is expected to evaluate 
how well instructional resources are utilized by teachers. In Kenya, a public pre-primary 
school is a component of a primary school which is headed by head teacher who usually 
assumes the roles of an administrator (Okumbe, 1998). It was therefore of special interest 
to know whether the pre- primary school head teachers were aware of and performing the 
tasks to improve the implementation of pre- primary school life skills curriculum. 
34 
 
2.6.2 Availability of Teaching/Learning Resources 
No meaningful teaching and learning takes place without adequate resource materials. 
Children mainly learn through their interaction with materials readily available in the 
social and physical environment (Read, Gardener, 1993). Therefore, the instructional 
materials at pre- primary school level are central to the implementation of the curriculum. 
Thus, this research established the available resources and materials for the 
implementation of life skills curriculum. 
Wang‟ombe (1988) carried out a survey of the factors that affect the teaching and 
learning of home science in primary schools in Kiambu. The main problem according to 
the findings was scarcity of teaching and learning materials. The report on The 
Presidential Working Party on Planning and Manpower Development for the Decade and 
Beyond (1988), recommended „‟cost sharing” whereby the cost of education was to be 
shared between the government and the local communities and the Parents associations. 
Accordingly parents were to provide teaching and learning materials in public schools. 
However not all communities are in a position to provide adequate materials especially at 
pre-primary school level. 
Mutegi (2012) who carried out a study on school factors influencing the implementation 
of life skills in public primary schools in Athi River district, Kenya shows that scarcity of 
teaching and learning materials for life skills negatively impacted on implementation. 
This implies that unavailability of teaching and learning materials could be a major factor 
influencing the implementation of life skills curriculum in pre-primary schools.  
Similarly, a study by Njue (2006) on challenges facing provision of ECDE in Gachoka, 
35 
 
Mbeere Division found that most ECDE Centers had inadequate facilities and that they 
had few teaching and learning resources. Meaningful teaching and learning can only take 
place in pre-primary school with adequate resource materials. This research shed light on 
availability of teaching and learning resources for implementing pre-primary school life 
skills syllabus in Ainamoi Division of Kericho County. 
2.7 Factors Related to Teachers 
The teacher related factors include initial teacher training, professional qualifications, 
teaching experience, in-service training, and teachers‟ attitude towards life skills 
curriculum. 
2.7.1 Professional Qualification 
Muhammad (2011) in a study on the impact of teacher quality on the academic 
achievement of students at secondary stage in Punjab (Pakistan) noted that teachers with 
higher levels of education teach well and are competent than those with low levels of 
education. Academically qualified teachers had more authentic knowledge about the 
relevant subject than the academically less qualified teacher. A study done by Ng‟asike 
(2004) found out that the majority of pre -school teachers had low academic qualification 
and the low academic qualification was affecting the quality of teaching of ECDE 
teachers. If the teacher is qualified, he/she is likely to have well performing students but 
unqualified teacher is likely to have poor performing students. According to KIE (2005) 
the numbers of trained ECDE teachers have increased significantly over the years in 
Kenya. This is attributed to increased number of DICECE Centers and Private colleges 
countrywide. This research has identified the professional qualifications of the pre-
36 
 
primary school teachers involved as this has an implication on the success of curriculum 
implementation. 
2.7.2 Teaching Experience 
Both individual teacher characteristics and collective factors play roles in determining 
implementation (Fullan, 2001). Some teachers, depending on their previous experiences 
and stage of career, are more self-actualized and have a greater sense of efficacy, which 
leads them to take action and persist in the effort required to bring about successful 
implementation. According to Barbara (2004), quality teachers are the single greatest 
determinant of student achievement and further assert that teacher education, ability, and 
experience account for variation in student achievement than all other factors. Therefore, 
it is vitally important that teachers be well prepared when they begin teaching and that 
they continue to improve their knowledge and skills throughout their careers. 
Unfortunately, most new teachers are not adequately prepared to meet the needs of their 
students, and many experienced teachers have yet to adapt to new standards (Barbara, 
2004). Hence teachers, like practitioners in other professions, need to deepen their 
knowledge and improve their skills over the course of their careers.  Gillian (2010) 
carried out a study on challenges faced in the provision of quality Early Childhood 
Education in Kitui District and found that 50% of the ECDE teachers had teaching 
experience of over 5 years, 40% of teachers had teaching experience of between 1 and 5 
years, while 10% of teachers had less than 1 year of teaching experience. This implies 
that teachers had enough teaching experience to enable them interpret the curriculum 
37 
 
effectively.Therefore this research identified teaching experience of teachers involved in 
the study.  
2.7.3 Initial Teacher Training 
The implementation of a new curriculum in a country is a complicated process and for its 
success, careful thoughts and planning are necessary. Both individual teacher 
characteristics and collective factors play roles in determining implementation (Fullan, 
2001). Some teachers, depending on their previous experiences and stage of career, are 
more self-actualized and have a greater sense of efficacy, which leads them to take action 
and persist in the effort required to bring about successful implementation. Barbara 
(2004) describes quality teachers as the single greatest determinant of student 
achievement and further asserts that teacher education, ability, and experience account 
for variation in student achievement than all other factors. Therefore, it is vitally 
important that teachers be well prepared when they begin teaching and that they continue 
to improve their knowledge and skills throughout their careers. Unfortunately, most new 
teachers are not adequately prepared to meet the needs of their students, and many 
experienced teachers have yet to adapt to new standards (Barbara, 2004). 
In order for teachers to deal with a continuously changing environment, they must 
upgrade their professional knowledge and skills on a continuous basis (Ministry of 
Education, (1984). Barbara (2004) notes that teachers, like practitioners in other 
professions, need to deepen their knowledge and improve their skills over the course of 
their careers. According to the Ministry of Education, the trainers should be qualified and 
experienced in their disciplines and well informed in current research findings and any 
38 
 
emerging trends in teacher education. Life skills being relatively new in the curriculum, 
not much research has been carried out on teachers‟ level of preparedness and the 
challenges being experienced. This study therefore made an inquiry on whether teachers 
were well equipped for the implementation of pre-primary school life skills curriculum.  
2.7.4 In-Service Training 
The main aim of in-service courses, according to the Ministry of Education, 1994, is to 
improve the teacher‟s qualifications; to enlarge the scope of their work and to bring them 
up to date with new innovations and development in content and methods in their 
respective subjects. Menya (1994) argues that if new strategies are to be introduced and 
sustained, then deliberate efforts of changing those involved in developing and 
implementing them must be made, and in particular, teachers. Thus there is a need to 
intensify in-service programs to assist teachers adopt and adapt to new ways of carrying 
out their duties. 
 Muhammad (2011) describes in-service education and training as a continuous ongoing 
process for teachers throughout their professional life which may be provided at any time 
between joining into service until retirement. It includes orientation and refresher 
courses, a special training and self reading and writing by the individual teachers. 
Refresher courses are very important in providing teachers with new ways of 
implementing curriculum and classroom instructions. Luvanga (2003) in his study on 
teacher related factors that affect implementation of integrated secondary school 
Christian Religious Education (CRE) syllabus in Mombasa District found out that 75% of 
39 
 
the teachers had not attended in-service course, while 25% had attended some in-service 
teacher training.   
According to Kingori (2013) whose study aimed at assessing whether the necessary 
conditions were present for effective implementation of life skills education in Ruiru 
district, Kenya, teachers were not adequately prepared to implement the curriculum and 
concluded that implementation encountered problems like inadequate teaching and 
learning resources, lack of guidance on the implementation and besides life skills was yet 
to be implemented in some schools. Similarly Mutai (2011) carried out a study on 
challenges faced by teachers in implementing HIV/AIDS Curriculum in Primary Schools 
for Hearing Impairments in Rift Valley, Kenya. The study revealed that teachers were not 
adequately prepared to implement the curriculum and recommended that the government 
and other Organizations should provide seminars, workshops and Conferences to teachers 
to enhance implementation of HIV/AIDS Curriculum for the hearing impaired in Rift 
Valley Province.  
 Magoma (2011) in his study on teacher related factors which influences the 
implementation of integrated English course in secondary schools in Ibacho Division, 
Kisii Central District, reports that more than half of teachers of integrated English course 
had not been in-serviced due to lack of time, lack of proper information and that the 
ministry of Education had not organized one for them. The study further asserted that 
teachers should continue learning throughout their professional career to keep up to the 
dynamics and socio-cultural settings in which they operate.This research investigated 
whether teachers were prepared through in-service programs before the implementation 
40 
 
of pre- primary school life skills syllabus. The life skills curriculum can be effectively 
implemented when the teachers are involved in the curriculum preparation and are in-
serviced on the content, materials, and application strategies. Teachers also require a 
good support from school‟s administration to implement the curriculum and only then 
will they have the right attitude which results in effective curriculum implementation. 
2.7.5 Teachers Instructional Methodology 
Teachers‟ instructional methodologies equally play a role in ensuring that the content 
reaches the target and desired feedback is received. Communication would be more 
effective if several communication media using sensory organs are involved. This 
becomes more effective with active participation of the receiver in the process. Hence 
instructional methodologies are central to teaching and learning situation. Effectiveness 
of teaching and learning is determined by the type and quality of teaching methods. 
Hyman (1970) indicates that to teach a certain thing, a particular way of teaching had to 
be chosen and that way has significant effect on the entire teaching and learning situation. 
There have been various attempts to impart life skills to children and young people in 
East and South Africa; however, to date there is no consensus on the definition, scope 
and methods for including life skills education in the school curriculum. This may 
account for the reason why the implementation of life skills programs has been sporadic 
and why some countries are yet to start such programs. 
 Hyde, Ekatan, Kiage, & Barasa, (2001), in their study on HIV and AIDs and the 
education sector in Uganda, found that while the School Health Education Program 
(SHEP) was successful in promoting knowledge, it was not having any discernable 
41 
 
impact on behavior. The teacher‟s embarrassment and inappropriate methodology were 
presenting barriers to effective teaching of attitudes that would lead to behavior change. 
Teachers interviewed in the study felt strongly that they were not well prepared to teach 
sexual and reproductive health topics either professionally or culturally. Teachers were 
not confident to carry out experimental learning activities such as role plays and resorted 
to more conventional teaching methods. Teachers avoided teaching sensitive topics such 
as those that refer to condoms for fear of losing their jobs or due to their religious 
affiliation. In Kenya the recommended approach for the teaching of life skills by KIE is 
an interactive approach. Teachers are expected to use role play, mini dramas, games, 
music and dance and a variety of other innovative teaching techniques to keep the 
learners wholly involved in the sessions (KIE, 2008).However pre-primary school 
teachers can only use this teaching techniques if they have been oriented through in 
service courses.  
This research identified methodologies that are being applied in the teaching of life skills 
and the reasons behind these choices. It is evident that there is need for a more concerted 
effort to ensure that life skills programs are developed with an agreed methodological 
approach and strategically placed in the curriculum with the commitment of all players. 
Teachers require skills and confidence to facilitate experimental learning activities in life 
skills lessons (Kinsmen, Nakinyingi, Carpenter, & Whitworth, 2001). Studies by 
Kwakman (2003); Schneider & Krajcik (2002); Davis (2002) highlight the need to 
provide teachers with something other than traditional in-service training to bring about 
change in their classrooms and coordinate curriculum. This can perhaps be achieved 
42 
 
through organized seminars and workshops to enable teachers to interact and share their 
experiences. This research investigated whether pre-primary teachers had been exposed 
to workshops and seminars in order to enlarge their scope and methodologies in handling 
life skills curriculum. 
2.7.6 Teachers’ Attitude towards the Curriculum 
Attitude can be defined as a positive or negative evaluation of people, objects, event, 
activities, ideas, or just about anything in your environment (Zimbardo & Reading, 
1999). Attitudes are judgments; they develop on the ABC model (affect, behaviors, and 
cognition).The affective response is an emotional response that expresses an individual‟s 
degree of preference for an entity. The behavior intention is a verbal or physical 
indication or typical behavioral tendency of an individual. The cognitive response is a 
mental evaluation of the entity that constitutes an individual‟s beliefs about the object. 
Guilford, 2004 defines attitude as strongly held beliefs, opinions and feelings, which are 
reflected in peoples‟ behaviors.  A teachers‟ attitude towards a given subject to a great 
extent also influences the way he handles it, his motivation and his effectiveness in 
teaching it. Luvunga (2003) who did a study on teacher related factors that affect 
implementation of Christian Religious Education in Mombasa (CRE) found that teachers 
had a negative attitude towards the new syllabus, did not prioritize nor enjoyed teaching 
it and felt that it had no value over the old syllabus. In the implementation of a school 
curriculum, the teacher‟s attitude is very important. This is because teaching is an art 
guided by educational values, personal needs and by a variety of beliefs or 
generalizations that the teacher holds to be true. 
43 
 
 Abobo (2012), in a study on challenges facing implementation of life skills in secondary 
schools in Trans-Nzoia West District, observes that teachers had a negative attitude 
towards the teaching of life skills and in fact prefer to teach other examinable subjects 
during life skills lessons; and 80% of them had not been trained on life skills education. 
Thus effective teaching of life skills were hampered by school context factors that made 
it difficult for teachers to deliver the content appropriately.This study identified the 
attitude of pre-primary school teachers towards the implementation of pre-primary school 
life skills curriculum in Ainamoi division of Kericho County.  
2.8 Summary of Literature Reviewed 
The literature reviewed reveals that life skills curriculum has been introduced in the 
Kenyan school system. KIE has also developed syllabus, teachers‟ handbooks and 
training manuals. However, there is limited information on whether teaching of life skills 
has been fully embraced at the various levels of the school system and specifically in pre-
primary schools. The literature has also revealed that a number of factors must interact in 
a dynamic way for effective implementation of a curriculum. These factors relate to 
initiation of the curriculum, adoption process, school related variables, as well as 
variables that relate to the teachers. 
Literature also reveals that the activities done between curriculum initiation and 
implementation centered mainly on orientation of curriculum developers and education 
officers as opposed to enhancing the capacity of teachers who are classroom 
implementers it is therefore not known whether teachers were adequately prepared before 
introduction of this curriculum. The literature further indicates that there is hardly any 
44 
 
study done on the implementation of pre-primary school life skills education in Kenya to 
evaluate whether teachers have the right attitude to positively embrace the new 
curriculum. Due to the challenges being experienced by children in the Kenyan society 
today as revealed by literature, there was need for effective ways of implementing the life 
skills program. This research was therefore instrumental in identifying how the 
curriculum was being implemented in pre-primary school; hence provide appropriate 
recommendations for improvements so that the desired objectives may be realized. The 
methods and procedures used by the researcher forms the next chapter. 
 
 
 
 
 
 
 
 
 
 
45 
 
CHAPTER THREE 
METHODOLOGY 
3.0 Introduction 
This chapter presents the research design, variables of study, location of the study and the 
target population. It also describes the sampling techniques, sample size, research 
instruments and pilot study. The last part gives a description of validity and reliability of 
research instruments, data collection procedures and data analysis.  
3.1 Research Design 
This study employed a descriptive survey research design. The design employs open 
ended items where respondents are given an opportunity to express their views thus 
yielding rich data for the study. Abagi (1995), citing Sandeep (1983), explains that 
descriptive survey research attempts to describe what was or what is in a social system 
such as the school. The methodology involved in such a design is mostly qualitative in 
nature producing descriptive data. The method was also chosen because the information 
provided would answer the research questions posed. The design enabled the study 
samples, drawn from the population to be able to make inferences on the implementation 
of the pre-primary school life skills curriculum in Ainamoi Division of Kericho County 
and to describe other variables influencing effective implementation. 
The researcher‟s choice to use a qualitative paradigm to conduct this study has been 
encouraged by the views of Stake, 1978; Yin, 1984; Maling & Keepers (1985) and 
46 
 
Creswell (1994) who argue that the paradigm is generally viewed as an alternative to the 
quantitative approach where:                   
 The study is exploratory in nature; 
 Not much has been written about the topic or population being studied; 
 The researcher seeks to listen to informants and to build a picture based on their 
ideas. 
In this study, qualitative information on the implementation of life skills curriculum was 
collected in Ainamoi Division of Kericho County. 
3.2 Variables 
A variable is defined as a measurable characteristic that assumes different values among 
subjects (Mugenda & Mugenda, 2003). According to Statt (1998), variables are 
conditions or a factor that is capable of changing or being changed. 
3.2.1 Dependent Variable 
The dependent variable of this study is the implementation of pre-primary school life 
skills curriculum. The researcher was to assess the implementation of pre-primary school 
life skills curriculum. Effective implementation of pre-primary school life skills 
curriculum would lead children to acquire knowledge, norms, values and skills of society. 
Besides, it will enable children cope with challenges, acquire positive attitude, promote 
confidence, improve listening skills as well as shaping behaviour. 
 
 
47 
 
3.2.2 Independent Variables 
The independent variables of this study were: 
(i)Variables related to initiation of the curriculum. 
These variables dealt with the needs assessment; clarity of the objectives and 
involvement of teachers in the development of curriculum. 
(ii)Variables related to the adoption process. 
The variables related to the adoption process include the development of materials, 
training of staff to manage curriculum implementation and piloting of curriculum. 
(iii)Variables related to the school. 
These relate to school administration‟s support, availability of teaching/learning 
resources for the curriculum implementers. 
(iv)Teacher related variables.          
These encompass teachers‟ professional qualifications, teaching experience, initial 
teacher training, in-service training, and attendance of seminars, workshops or 
conferences as well as teachers‟ attitude towards the life skills curriculum. 
3.3 Location of Study 
This research was carried out in Ainamoi Division of Kericho County. Kericho County is 
in the Rift Valley and is made up of six Divisions: Buret, Ainamoi, Belgut, Sigowet, 
Kipkelion East and Kipkelion West. Ainamoi is sub-divided into four Zones: Ainamoi, 
48 
 
Kapsoit, Kapsaos, and Municipal with a total of 158 pre-primary schools. Kericho town 
which is the headquarters of the county is located within Ainamoi Division. The 158 pre-
Primary schools in Ainamoi Division have a total enrolment of 7,707 children (File 
records office of the DEO, Kericho).The selection of Ainamoi Division was prompted by 
the fact that it is the most densely populated in the county thus available resources are 
inadequate which leads to children developing anti-social behaviours such as seeking 
favours from “bodaboda” riders (motorbike transport operators) who take an advantage 
of their ignorance to sexually abuse them (Tonui, N. 2014). Further, Kericho district 
experiences a myriad of problems that include: child abuse, child labour, being orphaned 
by AIDS, ignorance, early pregnancies and dysfunctional families (KDSP, 2005 – 2010; 
Tonui, N. 2014 and NACC/UAIDS,2012). This study therefore suited Ainamoi Division 
as effective implementation of pre-primary school life skills curriculum could help in 
alleviating some of the challenges children are exposed to in the region. The study would 
also provide information on whether pre-primary school life skills curriculum was being 
implemented as envisaged by the Ministry of education  
 
 
 
 
 
49 
 
Figure 3.1: Map of Kericho County showing administrative boundaries 
Source: Republic of Kenya ( 1994-1996): Kericho District Development Plan 
3.4 Target Population 
The population of study were ECDE teachers teaching in private and public ECDE 
centres in Ainamoi Division of Kericho County. According to the records from the 
County Education Office, there were 158 schools in Ainamoi Division 67 private and 91 
public. The ECDE teachers were used as target population because they are directly 
involved in curriculum implementation. In addition two Ministry of Education officers 
AINAMOI 
50 
 
and two curriculum development officers in charge of life skills at Kenya Institute of 
Education were involved in the study. 
3.5 Sampling Techniques and Sample Size 
Sampling technique is the process by which samples are selected in a study while sample 
size is a small part of the population to be studied. 
3.5.1 Sampling Procedure 
According to Patton (1990) and Mason (1998), the sort of sampling done in qualitative 
research is usually purposive sampling rather than some other method of attaining 
statistical representativeness. The goal of purposeful sampling is twofold: to make sure 
one has adequately understood the variation in the phenomena of interest in the setting, 
and to test developing ideas about that setting by selecting phenomena that are crucial to 
the validity of those ideas (Guba, 1981). 
Ainamoi Division of Kericho County was purposively selected to maximize what can be 
learned in the period of time available for the study. However, simple random sampling 
was used to select the pre-primary schools to be used in this research. Mugenda & 
Mugenda (2003), describe simple random sampling as a method that involves giving a 
number to every subject or member of the accessible population, placing the numbers in a 
container and then picking any number at random. The researcher first compiled a list of 
public and private ECDE centres in Ainamoi Division. The schools were numbered and 
placed in a container then randomly selected 30% of the ECDE centres. From the 
randomly selected pre-primary schools purposeful sampling was used to select the 
51 
 
teachers to fill the questionnaire. The head of life skills Curriculum at KIE and one other 
officer and also two Ministry of Education officers in charge of curriculum within the 
ECDE department were purposefully sampled.  
3.5.2 Sample Size 
There are no rules in qualitative inquiry (Patton, 1990, p.169). Patton says: 
“Sample size depends on what you want to know, the purpose of the 
inquiry, what is at stake, what will be useful, what will have credibility 
and what can be done with available time and resources. The sample like 
all other aspects of qualitative inquiry must be judged in context.” 
Mason (1998) supports Patton‟s argument by saying that the size of the sample should be 
dictated by the social process under scrutiny. She further points out that the principle that 
the sample size should help the researcher to understand the process, rather than represent 
(statistically) a population is a good one. Qualitative samples are usually small for 
practical reasons to do with the costs, especially in terms of time and money, for 
generating and analyzing qualitative data (Mason, 1998). 
According to Gay (1991), a sample size of 30% of the total population or less is adequate 
for study in descriptive research. Therefore out of the 158 pre- primary schools in 
Ainamoi Division 47 schools were sampled which makes 30% of the total ECDE centres 
in Ainamoi.. Only one teacher was picked from the sampled pre-primary schools to 
complete the questionnaire. Two officers from KIE and MoE were interviewed by the 
researcher. 
52 
 
Table 3.1: Sampling Frame of Pre-Primary Schools and Teachers in Ainamoi 
Division, Kericho County 
 
                           
ZONE 
TARGETED NUMBER 
OF PRE-SCHOOLS 
NUMBER OF SAMPLED PRE-
SCHOOLS AND TEACHERS 
Private Public Private Public 
Ainamoi 5 24 3 7 
Kapsoit 8 19 4 6 
Kapsaos 5 16 2 5 
Municipality 49 32 12 8 
Total 67 91 21 26 
Grand total 158                         47 
 
Table 3.1 above shows that 47 pre-primary schools were sampled and only one teacher 
was sampled in every centre. The total number of pre-primary schools in Ainamoi 
Division was 158. 
3.6 Research Instruments 
The study employed three methods to collect data: Questionnaire, Interview and 
Document analysis. 
 
 
53 
 
3.6.1 Questionaire 
The researcher used a questionnaire for the Pre-primary school teachers. Section A of the 
instrument sought the teachers‟ background information whereas section B was used to 
elicit information regarding the implementation of life skills curriculum from the teachers 
of the randomly selected pre- Primary schools in Ainamoi division of Kericho County. 
Section B of the questionnaire broadly sought to identify teachers‟ attitude towards 
implementation of pre-primary school life skills curriculum and the teaching approaches 
used. It also addressed the objectives of implementation and whether teacher training was 
done before implementation of pre-primary school life skills curriculum. The last part of 
the questionnaire inquired on school administration support, availability of teaching 
learning resources and the roles of KIE and MoE in facilitating the implementation of 
pre-primary school life skills curriculum. The researcher distributed the questionnaires to 
each of the randomly selected schools and requested them to fill as she waited. Scoring of 
responses was done as in a test, with responses having the highest score portraying the 
most popular views on the implementation of pre-primary life skills curriculum while 
those with the lowest scores represent the less popular views.  
3.6.2 Interview 
Officers of the Ministry of Education in charge of Curriculum implementation and KIE 
officers in charge of life skills were interviewed individually through in-depth discussion 
of each item in order to get frank and honest views. In-depth interviewing is a data 
collection method relied on quite extensively by qualitative researchers (Marshall & 
Rossman, 1995; Mason, 1998).  According to Marshall & Rossman, an interview is a 
54 
 
useful way to get large amounts of data quickly. Through it, immediate follow up and 
clarification are possible. The interview schedule had two sections, A and B. Part A 
comprised the background information of the respondents. Part B elicited information on 
objectives of pre-primary school life skills curriculum as well as the initiation and 
adoption process of the curriculum. It also inquired on personnel training and available 
resource materials to support implementation of pre-primary school life skills curriculum. 
The last part of the interview concerns the implementation process of pre-primary school 
life skills curriculum.  
3.6.3 Document Analysis 
Document Analysis as a social research method is an important research tool in its own 
right and is an invaluable part of most schemes of triangulation. A document is 
something that we can read and which relates to some aspect of the social world. The 
purpose is to study existing documents such as books, photographs, policy papers, 
circulars, seminar papers, research reports owned by the government and institutions like 
KIE relating to implementation of life skills curriculum. This research used content 
analysis in order to articulate clearly how the Pre-primary school life skills curriculum is 
being implemented and the factors influencing its successful implementation. 
3.7 Pilot Study 
Before the actual study, pre-testing of the instruments was carried out in three sampled 
schools in the region. The main reason for this pre-testing was to enhance constant 
validity of the instruments by verifying vague statements in the questionnaire or 
removing them all together. Two teachers from three of the schools in the region were 
55 
 
given the questionnaires, after administering this test the instruments were found suitable 
for the study thus adjustments were not necessary. The researcher also ensured that 
schools used for pre-testing were excluded from the main research. 
3.8 Validity and Reliability 
3.8.1 Validity 
Validity  of qualitative research is determining whether the research truly measures that 
which it was intended to measure or how truthful the results are ( Patton, 2002).It is the 
degree to which results obtained from the analysis of data actually represent the 
phenomenon under study. Content validity was determined by seeking guidance from a 
research expert and this assisted in ascertaining the clarity, spellings and ambiguity of the 
instruments. Validity was also achieved by ensuring that the items covered all variables 
and objectives of the study. In addition a content validity index of 0.802 was computed. 
Newman (2000) recommends a content validity index of above 0.5; therefore this was an 
indication that the validity of the instrument was acceptable. 
3.8.2 Reliability 
Mugenda & Mugenda (2003) describes reliability as a measure of the degree to which a 
research instrument yields consistent results of data after repeated trials. Thorndike & 
Hagen (1977) have also stated that reliability has to do with the accuracy and precision of 
research instruments. Reliability in research is influenced by the random error. As 
random error increases the reliability decreases. Thus, the researcher ascertained 
reliability by minimising errors arising from inaccurate coding, ambiguous instructions to 
56 
 
the subjects and interview responds bias. The reliability of the research instruments were 
further ensured through the use of more than one instrument i.e. interviews, 
questionnaires and document analysis. The reliability of the instruments was also tested 
during the piloting stage. 
The reliability coefficient was estimated by computing Conbach's Coefficient Alpha.The 
value of the Cronbach‟s alpha coefficient ranges from zero to one and is used to describe 
the reliability of factors extracted from questions with two possible answers and/or multi-
point formatted questionnaires or scales. A higher value; close to one, shows a more 
reliable generated scale. Henderson, Morris & Fitz-Gibbon (1987) noted that when you 
take a reliability coefficient of 0.7 and above, the figure is considered respectable and 
desirable for consistency level. The questionnaires items were therefore considered 
reliable since they yielded a reliability coefficient of at least 0.70. The instrument 
therefore was appropriate for the study. 
3.9 Data Collection Procedures 
After the pilot study, the researcher administered the instruments as follows: 
Stage One: Administration of Questionnaires 
The questionnaires were distributed to the Pre-primary school teachers of the selected 
schools. The researcher personally collected the completed questionnaires as soon as they 
were completed to ensure the teachers respond to each of the items without reference to 
other sources. 
 
57 
 
Stage Two: Conducting Interview 
The researcher interviewed two officers in charge of life skills curriculum at KIE and two 
Ministry of Education officials in charge of curriculum implementation in pre-primary 
school. 
Stage Three: Document Analysis 
This involved analysis of policy papers, circulars, research reports owned by the 
government and institutions like KIE as well as papers presented in seminars relating to 
implementation of life skills curriculum. 
3.10 Data Analysis  
Data collected from questionnaires and the interview schedules were organised into 
significant themes to reveal the essence of the data (Patton, 1990).The questionnaires that 
yielded quantitative responses were entered into a computer and then analysed using 
Statistical Packages for Social Sciences (SPSS).This yielded means, standard deviation 
and percentages. The information was presented using tables, bar graphs and pie charts to 
facilitate comparison between variables. Qualitative responses were analysed using 
thematic approach, whereby each objective under study was described in relation to the 
categories of responses given by the respondents thereafter, inferences, conclusions and 
recommendations were drawn according to the research questions and objectives. 
3.11 Logistical and Ethical Considerations 
The permit was acquired from the Ministry of Education before proceeding to the study 
sites. Once the permit was secured, visits were made to the randomly selected pre-
58 
 
primary schools to seek permission for the study. A time table of events during the study 
was drawn in consultation with the concerned school head teachers and the pre-primary 
School teachers. The data gathering commenced as soon as an agreement was arrived at 
by the researcher and the concerned Pre-Primary schools. On the ethical issues the 
respondents were assured that the information they provided would be used for research 
purposes only and that they should not disclose their names anywhere. The researcher 
also put the respondents at ease in providing relevant information and reassuring them of 
confidentiality. 
 
 
 
 
 
 
 
 
 
 
 
59 
 
CHAPTER FOUR 
DATA ANALYSIS, PRESENTATION AND INTERPRETATION 
4.0 Introduction 
In this chapter, a presentation is made of data collected from the field, the data analysis 
procedures employed and the major findings of the study. Data collected was both 
qualitative and quantitative. Data was analyzed using descriptive statistics such as mean, 
percentages and standard deviation. Data is also presented using tables, bar graphs and 
pie charts. This study was to investigate why the pre-primary school life skills curriculum 
was introduced and to establish the factors influencing its implementation. The 
demographic information of the respondents, results and discussions are presented 
according to the objectives of the study. 
4.1 Demographic Information 
The demographic information of the teachers is professional qualifications, teaching 
experience and gender, and is described in the following sub-sections. 
4.1.1 Pre-primary School Teachers’ Professional Qualifications 
In order to ensure successful implementation of life skills curriculum, there is need to 
have teachers with high professional standards. The study therefore sought to find out the 
teachers‟ highest level of professional qualifications. The findings are presented on table 
4.1. 
 
 
60 
 
Table 4.1: Teachers Highest Level of Professional Training 
Highest level of professional training  Frequency Percent 
 ECDE certificate                    25               53.2 
 ECDE diploma                    17               36.2 
 Untrained teacher                     2                4.3 
 B.Ed (ECE)                     1                2.1 
 Undergoing training                     2                4.3 
 Total                    47                   100.0 
 
The results shows that 53.2% of the respondents had ECDE certificate, 36.2% had ECDE 
diploma and 4.3% were untrained, while a similar number were undergoing training.  
Only 2.1% had a degree in ECE. This implies that majority of the teachers were 
professionally trained and equipped to handle the implementation of the ECDE life skills 
curriculum with great competency and understanding. This is in agreement with KIE 
(2010) Summative evaluation on primary school education curriculum report which 
indicated that majority of curriculum implementers have the required academic and 
professional qualifications. However continuous capacity development of teachers was 
found to be either up hazard or lacking. The respondents of this evaluation further 
revealed that training of teachers is hampered by irregular and unscheduled training, 
inadequate time and prohibitive costs.  
61 
 
Similarly, KIE (2005) indicates that the numbers of trained ECDE teachers have 
increased significantly over the years in Kenya. This is attributed to increased number of 
DICECE Centers and Private colleges countrywide. This research has identified the 
professional qualifications of the pre-primary school teachers involved as this has an 
implication on the success in curriculum implementation. On the contrary a study done 
by Ng‟asike (2004) found out that the majority of pre -school teachers had low academic 
qualification and this was affecting the quality of teaching of ECDE teachers. Although 
this study showed that majority of the teachers are professionally trained to implement 
life skills curriculum, lack of in-service courses and teaching and learning resources is 
impeding effective implementation of the curriculum. 
4.1.2 Pre-Primary School Teachers’ Teaching Experiences 
In relation to teaching experience teachers were asked to indicate how long they had been 
in the teaching profession. Their responses are shown on table 4.2. 
Table 4.2: Teacher’s Teaching Experiences  
   Teaching experience                Frequency   Percent 
 less 1 year                     5      10.6 
  1-3 years                     4       8.5 
  4-6 years                     12      25.5 
  7 or more                     26      55.3 
  Total                     47      100.0 
  
62 
 
From the table 55.3% of the teachers had experience of 7 or more years. The others were 
25.5% with 4-6 years, while those with 1-3 years and less than 1 year were 8.5% and 
10.6% respectively. The result implies that majority of teachers have long teaching 
experience which should contribute to effective curriculum implementation. This concurs 
with Gillian (2010) in his study on challenges faced in the provision of quality Early 
Childhood Education in Kitui District and found that 50% of the ECDE teachers had 
teaching experience of over 5 years, 40% of teachers had teaching experience of between 
1 and 5 years, while 10% of teachers had less than 1 year of teaching experience. This 
implies that teachers have enough teaching experience to enable them interpret the 
curriculum effectively. According to (Fullan, 2001) some teachers, depending on their 
previous experiences and stage of career, are more self-actualized and have a greater 
sense of efficacy, which leads them to take action and persist in the effort required to 
bring about successful implementation. It is important to note that even though most 
teachers in this study had adequate years of experience in teaching, they were unlikely to 
have necessary skills needed for successful implementation of life skills curriculum 
because most of them have not been oriented.  
4.1.3 Pre-Primary School Teacher’s Gender 
Information pertaining to sex of the respondents was also sought by this research and the 
results are summarized on table 4.3. 
 
 
63 
 
Table 4.3: Pre-Primary School Teachers’ Gender 
 Teachers‟ Gender Frequency Percent 
    Male              1                      2.1 
  Female             46                      97.9 
  Total              47                      100.0 
 
Table 4.3 indicates that 46 out 47 (97.9%) of the pre-primary school teachers   were 
female and only 1 % was a male which is an indication that pre-primary school teaching 
is dominated by female gender. This is in agreement with Githinji (2008) who conducted 
a study on the influence of background factors on pre-school teachers‟ and managers‟ 
perception on the impact of childhood play activities on child development in Kiambu 
District Kenya. Her findings indicated that 88% of pre-school teachers were females, 
while only 12% were males. This shows that there is a gender imbalance of ECDE 
teachers and could be attributed to the negative attitude of men to join the profession. 
However it was not established whether gender influences the implementation of life 
skills at pre-primary school because it was outside the scope of this study. 
4.2 The genesis of Pre-Primary School Life Skills Curriculum in Kenya 
To answer the question on why pre-primary school life skills curriculum was 
implemented, an analysis of available documents revealed that life skills education entails 
the acquisition of abilities for adoptive and positive behavior that enables individuals to 
deal effectively with the demands and challenges of everyday life. Life skills aims at 
64 
 
equipping the learner with psychosocial competencies and interpersonal skills that would 
help him/her make informed decisions, solve problems, think critically and creatively, 
communicate effectively, build healthy relationships, empathize with those in need and 
manage his/her life in a healthy and productive manner. 
The Ministry of Education officers were interviewed on the reasons for introduction of 
pre-primary school life skills syllabus, they indicated that it was important in; inculcating 
moral values among children at an early age and that it was due to realization that 
children lack values as they leave ECDE. They also noted that they needed to equip the 
children with protective skills in response to every day challenges and also enable them 
to be responsible in making appropriate choices on issues affecting safety and relating to 
strangers. 
Further an interview with Kenya Institute of Education officers on the reasons for the 
implementation of pre-primary schools life skills curriculum revealed that it was aimed at 
equipping learners with psychosocial competencies to overcome everyday challenges in 
society, to assist young children avoid risky situations like rape, drugs and other forms of 
abuse at home or on their way to school, to enhance effective decision making, to think 
creatively for instance scream or seek help when in danger. It was also indicated that 
through participatory story telling children will be equipped with moral values to live by 
since stories have both skill and moral lessons and besides listening and learning leads to 
character formation at an early age. The above objectives are in line with KIE (2008) 
which outlines that life skills development activities are effective intervention measures 
65 
 
in response to children‟s developmental needs. They are intended to equip young children 
with essential values and guiding principles to help them cope with every day challenges. 
On the question of who was behind the idea of pre-primary school life skills curriculum 
both KIE and MoE officers interviewed indicated that the initiation and introduction of 
life skills was a joint project between UNICEF, KIE and MoE. Other stake holders were 
also incorporated like religious organizations, Non-Governmental Organizations and 
Educators. 
 On interviewing the Ministry of Education officers to answer the question on 
preparations made before the pre- primary school life skills syllabus was implemented, 
they indicated that a syllabus was developed to incorporate the emerging issues of life 
skills. Secondly a panel was constituted comprising of practicing ECDE teachers, 
Trainers, NGOs dealing with life skills promotion, Ministry of Education officers like 
QUASO officials and KIE staff. This team went round the country collecting stories from 
various communities containing living values and life skills to be passed to the children. 
The curriculum design and syllabus was presented to ECDE course panel for critique and 
improvement. Curriculum support materials were developed like „‟Folktales we can live 
by‟ a text book for pre-primary school life skills together with a teacher‟s handbook. 
DICECE officers were oriented on participatory storytelling for implementation of life 
skills. The teachers were then oriented on the syllabus before it was disseminated to the 
pre-primary schools. In response to whether there was a policy formulated to give 
guidelines on the desired goals of pre-primary school life skills curriculum, both MoE 
and KIE indicated there was none. KIE indicated there has been no real policy on life 
66 
 
skills but it was based on the ECDE Policy of 2006, which emphasized imparting natural 
values to children, hence the integration of cross cutting issues like life skills. 
4.2.1 Importance of the Pre-Primary School Life Skills Syllabus According to 
Teachers 
The study sought to establish from pre-primary school teachers whether they felt it was 
important to introduce the pre- primary school life skills syllabus in order to provide an 
insight on whether teachers support the policy makers‟ idea of introducing pre-primary 
school life skills curriculum. The results are presented in Table 4.4. 
Table 4.4: Teachers Responses on whether it was important to introduce Pre-
Primary School Life Skills Syllabus 
Importance of introducing life skills 
syllabus 
Frequency Percent 
Yes 45 95.7 
No 2 4.3 
Total 47 100.0 
 
The results on table 4.4 revealed that there was an overwhelming support to the 
introduction of Pre- Primary life skills represented by 95.7% and only 4.3% who did not 
support. However the few who did not support its introduction argued that much of what 
is taught in life skills could be covered in other activity areas and that some of the 
concepts are difficult for young children to comprehend. This is consistent with Molobe, 
Ennie, Salewski and Tanya (1999) who reported that in Botswana the Ministry of 
67 
 
Education has infused life skills in subjects like Development Studies, Biology, Religious 
Education, Science and Social Studies especially focusing on guidance and counseling 
program. Similar findings were reported by the Koech Commission (1999) who notes 
that traditionally during the socialization process, guidance and counselling was provided 
to children in matters pertaining to familial and interpersonal relationships including sex 
and sexuality. 
4.2.2 The Value of Pre-Primary School Life Skills Curriculum to the Needs of the 
Learners 
On the question of whether pre-primary school life skills curriculum meets the needs of 
the learners, the respondent‟s reaction are summarised on figure 4.1. 
 
Figure 4.1: The Value of Pre-Primary School Life Skills Curriculum to the Needs of 
Learners 
 
Figure 4.1 show an overwhelming majority 96% agreed that the curriculum meets the 
needs of the learners while only 4% did not agree. Those who disagreed indicated that 
although these skills are suitable they are not entirely new as behaviour moulding has 
68 
 
always been integrated in the learning process both in school and at family level. Besides 
they argued that for the life skills syllabus to effectively meet the needs of the learners, 
teachers require seminars and provision of relevant stories and picture books for 
illustrations. Maogoto (2012) in a study on challenges in the implementation of life skills 
curriculum in public primary schools in Nakuru Municipality, reported that the objectives 
of life skills were not being achieved to some extent and this she attributed to various 
implementation challenges like, lack of lesson plans, lack of time allocation in the time 
table, teacher experience and teachers negative attitude towards life skills lessons. This is 
an indication that some school administrators have not fully supported the 
implementation of life skills curriculum and hence not effectively addressing the needs of 
the learners. Similar results were reported by Ogachi (1994) who carried out a study in 
Kisii District to find out the perception of teachers and students on the role of life social 
Education and Ethics (SEE) in feeding moral values to the youth in Kenya. The study 
found that although teachers appreciated the objectives of the introduction of SEE as a 
subject from which to learn moral values, teachers revealed that they did not know how 
to present the subject matter to achieve the aims hence the subject was given a light touch 
in most schools. 
4.3 Factors Influencing the Implementation of Life Skills Curriculum 
There are several factors that influence the implementation of curriculum. These factors 
can be categorised as: Factors related to initiation of curriculum, those that relate to 
adoption process, factors relating to the school and teacher related factors. 
 
69 
 
4.3.1 Factors Related to Initiation 
The factors that relate to initiation include: needs assessment, clarity of the objectives, 
and involvement of teachers in the curriculum development process. 
4.3.1.1 Needs Assessment 
This study investigated whether a needs assessment was carried out at pre-primary school 
level before life skills curriculum was implemented. According to the Ministry of 
Education officers interviewed, a needs assessment was not carried out on life skills but 
all stake holders had a general feeling that life skills was very essential to children due to 
the rising dangers children are exposed to everyday. Further an interview with KIE 
officers revealed that there was no real needs analysis on pre-primary school life skills 
but a situation analysis had been carried out for primary and secondary hence it was 
assumed that the needs were the same. In response to why needs assessment was not 
carried out the MoE officers indicated that there was lack of sufficient time and funds. 
Life skills curriculum was also already running in Primary schools, and hence it was 
simply scaled down to the pre-primary schools. This is contrary to Barnett (2000) who 
asserts that the goal of needs assessment is to focus curriculum by defining the deficits in 
knowledge, attitude, or skills that currently exist in practitioners and the ideal approach to 
teaching and learning these objectives. He further states that Teachers are also involved at 
this stage so that they can inform curriculum implementers about the existing curriculum, 
what should be done to improve it or if it should be changed. 
According to Fullan (2001), many innovations are attempted without careful examination 
of whether or not they address what are perceived to be priority needs and further assert 
70 
 
that a new program must suit the school needs. Huberman and Miles (1984) similarly 
states  that at the early implementation stage, people involved must perceive both that the 
needs being addressed are significant and that they are making at least some progress 
towards meeting them. Needs assessment was therefore necessary to ascertain the level of 
preparedness in terms of teachers and other resources necessary for effective 
implementation of the pre-primary school life skills curriculum. 
4.3.1.2 Clarity of the Objectives of Pre-primary School Life Skills Syllabus 
The study investigated whether objectives of pre-primary school life skills syllabus were 
clear to pre- primary school teachers and their responses are indicated on table 4.5. 
Table 4.5: Clarity of the Objectives of pre-primary school life Skills Curriculum to 
the Teachers   
 
Clarity of the objectives of life skills curriculum Frequency Percentage 
Yes 38 80.9 
No 9 19.1 
Total 47 100.0 
 
Table 4.5 shows that the majority of the respondents 80.9% indicated that the objectives 
of the curriculum are clear to them however 19.1% indicated the objectives are not very 
clear to them since they were not inducted on the introduction of life skills and besides 
they lack relevant teaching and learning resources hence interpreting objectives using a 
syllabus and teachers handbook alone may not be adequate. In addition they argued that 
71 
 
integrating life skills using thematic approach is not easy for teachers whose training did 
not have that background, besides life skills was not part of their college training. This is 
in agreement with Maogoto (2012) who carried out a study on challenges in the 
implementation of life skills in public primary schools in Nakuru municipality whose 
findings showed that although most teachers were aware of the importance of life skills 
curriculum, there was no emphasis in the teaching, and hence implementation was not 
effective in most schools. She concluded that there was need for more sensitisation 
forums especially for teachers on the role life skills plays in the life of children. 
Fullan (2001) asserts that lack of clarity is a perennial problem in the change process. 
According to Fullan and Pomfret (1977) low explicitness ends with user confusion, lack 
of clarity and frustration, which together results in a low degree of implementation. 
Although the pre-primary school teachers in Ainamoi Division of Kericho County are 
implementing life skills curriculum the objectives might not be realised unless teachers 
are facilitated through in-service courses and provision of adequate teaching and learning 
materials. 
4.3.1.3 Involvement of Teachers in the Preparation of Pre –Primary School Life 
Skills Curriculum 
The study further found it necessary to investigate the percentage of pre-primary school 
teachers who were involved in the preparation of pre-primary school life skills curricula 
table 4.6 indicates the results. 
 
72 
 
Table 4.6: Percentage of Teachers involved in the Preparation of Pre –Primary 
School Life Skills Curriculum 
 
Involved Frequency Percentage (%) 
Yes 8 17.0 
No 39 83.0 
Total 47 100.0 
 
From the responses only 17% said they heard of some pre-primary school teachers who 
were involved in the preparation of life skills curriculum while majority 83% indicated 
that they were not involved in the preparation of the pre-primary school life skills 
curriculum. Those who were not aware indicated they had not been informed they just 
got the information from the syllabus or were informed by their head teachers about the 
new subject while others got the information through their self sponsored upgrading 
training programs. According to Kinyua (1994), unless teachers are available and willing 
to participate in educational development, there is no future innovation practice. He 
strongly feels that the involvement of teachers must be genuine by proper participation in 
planning and decision making. Kinyua further indicated that there must be shared 
endeavours between all those working on new curriculums and teachers must be 
consulted rather than being patronized. This is in agreement with Ayaga (2013) whose 
study was on teacher related factors in the implementation of ECDE curriculum in 
Borabu District, Nyamira County. The study recommended that teachers should be 
73 
 
involved at all stages of curriculum planning, development and implementation. 
Teachers‟ ideas are needed especially in the selection of teaching resources, tools and 
equipment. KIE and MoE officers were interviewed to answer the question on whether 
pre-primary teachers were involved in designing the pre-primary school life skills 
curriculum. Although they indicated that curriculum preparation process is participatory, 
it was apparent from this study that an overwhelming majority (83%) of the pre-primary 
teachers neither participated nor were aware of the process (table 4.6).  Hence 
involvement of more teachers in design and development of pre-primary school life skills 
could have curriculum enhanced its success in implementation. 
4.4 Factors Related to the Adoption Process 
These factors include development of materials, staff training, piloting of the curriculum 
as well as the monitoring and evaluation of the curriculum. 
4.4.1 Development of Materials  
The study also established the materials that were developed before implementation of 
pre-primary school life skills curriculum. An interview with KIE officers revealed that 
pre-primary school life skills syllabus together with a teacher‟s handbook was developed 
in 2008 which incorporated the emerging issues of life skills. A panel was constituted 
comprising of practicing ECDE teachers, NGOs dealing with life skills promotion, 
Ministry officers like QUASO officials and KIE staff. KIE further revealed that a book 
on collection of folk tales from various parts of Kenya was compiled and published.  
74 
 
Kaburu (2007) argues that instructional resources provide children with a means to 
express feelings, concerns and interests. They also act as a channel for social interaction 
with adults and other children. According to Kaburu, many schools are faced with 
limitations in implementation of science activity curriculum due to lack of adequate and 
quality teaching and learning resources. This concurs with Fullan (200I) who asserts that 
well articulated adopted materials, which are complete, well organized, comprehensive as 
well as detailed and those that address “how to” concerns are more effective at the 
implementation of a curriculum. In response to whether the pre-primary school life skills 
syllabus program started in few areas first, KIE officers indicated that they expect that the 
curriculum was implemented all over the country at once since no piloting was carried 
out. 
4.4.2 Staff Training 
Staff training concerns preparation of Education officers involved in curriculum design, 
writing and supervision of its implementation. To answer the question on whether 
personnel training were carried out before life skills curriculum was implemented in pre-
primary schools, both KIE and MoE officers reported that it was done. DICECE program 
officers were oriented on participatory storytelling for life skills development, at 
provincial level. In response to whether pre- primary school teachers have been trained 
on how to teach life skills, both KIE and MoE indicated that DICECE officers were 
expected to orient the ECDE teachers in their respective areas. It was also reported that 
the process of training teachers is still ongoing. According to KIE to date about 400 
teachers have benefited but MoE officers could not avail figures on the number of 
75 
 
teachers who have been trained but indicated that training is an ongoing exercise. 
According to both KIE and MoE personnel training were done at both   County and 
National level. Rembe (2006) in a study carried out in Zimbabwe on challenges facing 
implementation of life skills program, the cascade model of teacher training is pointed 
out as one of the challenges facing implementation. According to him the strategy is 
disappointing because few teachers are chosen to receive training and they in turn train 
others in schools. As a result information is not transmitted properly and consequently 
fails to equip teachers with the requisite skills. The cascade approach is further 
undermined by the short duration of the courses while deep conceptual content 
knowledge and skill development require significantly more time. However, this is a cost 
effective system that could easily be used in Kenya to reach as many teachers as possible 
within a short time. 
4.4.3 Piloting of pre-primary School Life Skills Curriculum 
On the question of whether piloting of pre-primary school life skills syllabus was done, 
both Ministry of Education and KIE officers responded that it was not possible due to 
lack of adequate time and the fact that this would have required more funding hence the 
program was simply passed to the pre- primary school centers.  However, according to 
University of Washington (2008), piloting a curriculum helps to identify which sections 
of the curriculum work and which sections need strengthening. The process should 
include a comprehensive evaluation of the curriculum‟s effectiveness and usefulness in 
achieving the course‟s training objectives. 
76 
 
Similarly, Shiundu and Omulando (1992) assert that piloting is important in testing the 
reaction of students, teachers, parents and other stake holders. According to them data 
that emerges from the piloting may be used to make decisions and to improve the 
curriculum. Piloting of pre-primary school life skills curriculum would therefore have 
identified possible gaps in the implementation process. 
4.4.4 Monitoring and Evaluation 
This study enquired whether a monitoring and evaluation exercise has been carried out on 
implementation of pre-primary school life skills curriculum. According to KIE (2006) a 
Monitoring exercise had been carried out only on effectiveness of integration of life skills 
at primary school level. This was however carried out before life skills were introduced 
as a standalone subject. The report indicated that with infusion and integration approach 
teachers at times find it difficult to create linkage between subject content and life skills, 
and if not well planned they tend to deviate from subject content. The report further 
indicated that teachers emphasize the academic knowledge at the expense of psycho-
social issues and that curriculum support materials are essential requirements in the 
implementation of life skills. 
An interview with KIE and MoE officers revealed that monitoring and Evaluation has not 
been done on the implementation of pre-primary school life skills curriculum lack of 
funds was cited as the reason. This happened because UNICEF discontinued funding the 
program. The MoE officers also indicated that although QUASO officers visit pre-
primary schools, their focus has never been on life skills. Furthermore KIE and MoE 
officers indicated that pre-primary school life skills curriculum is not difficult to 
77 
 
implement though they have no facts to support this since there has been no evaluation on 
the curriculum. In response to whether teachers are facing any difficulties while 
implementing pre-primary school life skills syllabus the MoE officers explained that so 
far they have no report from the field since KIE has not carried out an evaluation exercise 
on the curriculum. However plans were underway to evaluate the program as soon as 
time and funds are made available this will help identify gaps in the implementation 
process and address them accordingly. It was therefore necessary to carry out a 
monitoring and evaluation exercise on the implementation of pre-primary school life 
skills curriculum to identify any existing gaps in the implementation process and address 
them accordingly. It will also be established whether the desired objectives are being 
achieved. 
On the question of strategies recommended for use to ensure that pre-primary school 
teachers successfully implement pre-primary school life skills syllabus, KIE officers 
indicated that extra copies of folktales for life skills have been released for distribution to 
selling points in different counties so that pre-school teachers can purchase them as 
resource books. An evaluation exercise is also expected to be carried out as soon as funds 
are available. The Ministry officials explained that QUASO officers have continued to 
train ToTs (Trainers of Trainers) in different counties on storytelling approaches for 
teaching life skills, and it is hoped that trainers will impart the skills to the practicing pre-
primary school teachers. Life skills programs have also been integrated in teacher 
training programs to empower teachers before they go to the field. Publishers have also 
been encouraged to write books on life skills development.  
78 
 
4.5 Factors Related to the School 
The factors relating to the school include the administration support and availability of 
teaching and learning resources. 
4.5.1 School Administrations Support 
The study also sought to determine if the school administration plays an important role in 
the way pre-primary school life skills curriculum is being implemented. The results are as 
shown in table 4.7. 
Table 4.7 School Administrations Support in the Implementation of Pre-Primary          
School Life Skills Curriculum 
 
           School Administration 
Support 
Frequency Percentage 
Yes 41 87.2 
No 6 12.8 
Total 47 100.0 
 
Table 4.7 shows a measure of 87.2% that the school administration plays an important 
role in the way pre-primary school life skills curriculum was being implemented with 
only a few 12.8% indicating that the school administration did not play an important role 
in the way pre-primary school life skills curriculum was being implemented. Respondents 
indicated that school administration support the implementation of pre-primary school 
life skills through providing finances, and teaching materials as well as encouraging 
79 
 
teachers to enhance curriculum implementation effectively in their pre- primary schools. 
This implies that the head teachers are mandated with the role of ensuring effective 
implementation of pre-primary school life skills curriculum which concurs with 
University of Zimbabwe (1995) that curriculum implementation cannot be achieved 
unless it has been made possible through the supervisory function of school heads. The 
head does this through: Deploying of staff, allocating time to subjects taught at school, 
providing teaching and learning materials and creating an atmosphere conducive to 
effective teaching and learning. The head teacher also monitors and guides curriculum 
implementation through ensuring that schemes of work, lesson plans and record of work 
are prepared regularly. However, the 12.8% respondents who indicated lack of support 
from their school administration argued that primary school heads are faced with limited 
funding of pre-primary schools hence pre-primary school teachers are not financially well 
supported in implementation of new curriculum. This concurs with a study by Bundi 
(2008) on factors affecting in-service training of secondary school teachers in Mwingi 
District, which revealed that although most teachers are influenced by their head teachers 
to attend in-service training, they are unable to sponsor them. It is therefore essential for 
the new County government to budget appropriately to enable ECDE Centers acquire 
adequate funding for effective implementation of the curriculum.   
4.5.2 Availability of Teaching and Learning Resources 
The study further found it important to determine the available teaching and learning 
resources as a factor influencing the implementation of life skills curriculum in pre- 
primary school. The findings are as indicated on table 4.8. 
80 
 
Table 4.8 Teaching and Learning Materials Available  
 
                              Materials Frequency Percentage 
                              Charts  32 68.1 
                              Pamphlets 2 4.3 
                             Magazines 3 6.4 
                              KIE  Materials 7 14.9 
                              Others 3 6.4 
                              Total 47 100.0 
 
Table 4.8 shows that most respondents 68.1% indicated that the available learning 
resources for effective teaching of life skills curriculum in their pre- primary schools are 
charts and pictures, followed by 14.9% who indicated KIE materials like reference books. 
Magazines and Pamphlets represented 6.4% and 4.3% respectively. However none 
indicated use of audio tapes while 6.4% indicated they use other resources. This implies 
that the most readily available learning materials in pre- primary schools for teaching life 
skills are charts and pictures. A study by Njue (2006) on challenges facing provision of 
early childhood development Education in Gachoka, Mbeere Division found that most 
ECDE Centers had inadequate facilities and that they had few teaching and learning 
resources. 
81 
 
On interviewing the KIE officers on availability of support materials developed for pre-
primary school life skills curriculum they indicated that they developed an ECDE 
syllabus and a teachers‟ guide. KIE also compiled a collection of folktales from Kenyan 
teachers for storytelling and life skill development. However, when MoE officials were 
asked on availability of support materials for pre-primary school life skills curriculum 
their response was that this is the mandate of KIE although ministry officials are usually 
represented. This study therefore established that although KIE had produced some 
materials for pre-primary school life skills curriculum, the distribution has not been 
effective as majority of pre-primary schools in Ainamoi Division are yet to receive them. 
On the question of the personnel involved in the development of pre-primary school life 
skills syllabus materials interview responses revealed that a panel is constituted 
comprising of  KIE, ECDE officials, DICECE officers and Publishers. 
 Regarding where pre-primary school teachers get their teaching materials from, their 
responses are indicated on table 4.9. 
Table 4.9: Source of teaching materials 
  
Source of Teaching  Frequency Percentage 
Pupils bring from home 8 17.0 
The school buys 32 68.1 
The teacher improvises 7 14.9 
Total 47 100.0 
 
82 
 
From the study 68.1% indicated the school buys teaching materials, 17% responded that 
pupils bring from home, while 14.9% said the teacher improvises.The report on The 
Presidential Working Party on Planning and Manpower Development for the Decade and 
Beyond (1988), recommended „‟cost sharing” whereby the cost of education was to be 
shared between the government and the local communities and the Parents associations. 
Parents were to provide teaching/learning materials. However not all communities are in 
a position to provide adequate materials. 
 On interviewing MoE officers, it was revealed that KIE produced a number of 
curriculum support materials like a syllabus, folktales and a teacher‟s handbook for life 
skills jointly with MoE through the panel system. Private publishers have also been 
encouraged to publish text books on pre-primary school life skills. When asked on the 
constraints experienced during development of materials for pre-primary School Life 
skills syllabus both KIE and MoE officers indicated that story telling for life skills 
development was a new approach and suitable stories to children from varied 
environments had to be sought for use in imparting life skills. However, assembling the 
folktales was an expensive venture that required touring different parts of the country to 
get relevant stories for teaching life skills yet there was inadequate funding. 
In response to whether pre-primary school teachers had a copy of pre-primary life skills 
teachers‟ handbook, their responses showed that majority 89.4% of the respondents had a 
copy of pre-primary school life skills Teachers‟ handbook, while 10.6% did not have it. 
Those respondents who did not have a pre-primary school life skills teacher‟s handbook 
indicated that their schools had not yet purchased any for them. 
83 
 
The study also sought to find out whether pre-primary school teachers had a copy of pre-
primary life skills syllabus. According to the results 72.34% had a copy, while 27.66% 
did not have. Those teachers who did not have a copy of pre-primary school life skills 
syllabus responded that life skills are indicated in the ECDE syllabus. 
The study further inquired whether pre-primary school teachers used any other text books 
in the teaching of life skills apart from teachers guide and syllabus book. The results 
showed that majority, 87.2% had none while only 12.8% had other text books on life 
skills. This shows that the main resource which teachers use is the teacher‟s guide and the 
syllabus. An assessment of the adequacy of available teaching and learning resources in 
the schools was similarly done and teachers‟ responses are indicated on figure 4.2. 
0
100
Very adequate
Adequate
Inadequate
6.4 31.9 53.2
Adequacy of teaching and learning resources
 
Figure 4.2: Adequacy of the available teaching and learning resources in pre-
primary schools 
 
In ranking the adequacy of teaching and learning resources, a few teachers (6.4%) 
indicated that they had very adequate, 31% adequate and 53.2% inadequate. This concurs 
with Mutegi (2012) who carried out a study on school factors influencing the 
implementation of life skills in public primary schools in Athi River district, Kenya. The 
84 
 
study findings cited scarcity of teaching and learning materials for life skills as negatively 
impacting on implementation. This implies that unavailability of teaching and learning 
materials could be the major factor influencing the implementation of life skills 
curriculum in pre-primary schools. No meaningful teaching and learning takes place 
without adequate resource materials. Children mainly learn through their interaction with 
materials readily available in the social and physical environment (Read, Gardener, 
1993). Therefore, the instructional materials at pre- primary school level are central to the 
implementation of the curriculum. 
On interviewing the Ministry of Education officials on resources availed for the 
implementation of life skills curriculum, their responses revealed that a collection of folk 
tales from various parts of Kenya was compiled and published. An ECDE syllabus was 
also produced in 2008 which incorporated life skills and that a teacher‟s hand book was 
prepared. However these resources were not adequate for effective implementation of 
pre-primary school life skills curriculum. This concurs with Okobia (2011) study on 
availability and use of instructional materials in the implementation of social studies 
curriculum in Junior Secondary Schools in Edo State of Nigeria which revealed that most 
instructional resources were not available. The implementation of pre-primary school life 
skills curriculum in Ainamoi Division of Kericho County could similarly be hampered by 
inadequate teaching and learning recourses. 
4.6 Factors Related to Teachers 
The study further sought to determine whether pre-primary school teachers were prepared 
to implement the life skills curriculum. These factors include Initial teacher training, in-
85 
 
service training, teachers‟ use of appropriate instructional methodology, attendance of 
seminars, workshops and conferences and whether teachers have a positive attitude 
towards life skills curriculum. 
4.6.1 Initial Teacher Training 
The study sought to determine the effectiveness of teachers in handling life skills 
curriculum based on the initial training they received from college. The findings are as 
indicated on figure 4.3. 
 
 
 
   
Figure 4.3: Effectiveness of Initial Teacher Training 
 
From the responses 38% indicated that the training they had was sufficient, while          
majority 62% indicated that the initial training they received in college did not expose 
them to a variety of teaching methods to effectively handle pre-primary school life skills 
curriculum, The former argued that since life skills was not part of their original college 
training, organizing workshops or seminars for them could enhance their understanding 
and improve their delivery skills. Those who were untrained or still undergoing training 
also suggested that updating them on emerging issues would help them in achieving the 
desired objectives of life skills.  This conforms with (Barbara, 2004) that unfortunately, 
 
86 
 
most new teachers are not adequately prepared to meet the needs of their students, and 
many experienced teachers have yet to adapt to new standards. According to her, 
teachers, like practitioners in other professions, need to deepen their knowledge and 
improve their skills over the course of their careers. Therefore teacher‟s professional 
development is vitally important for improving student learning. 
4.6.2 In-Service Training 
The study further sought to determine if teachers attended in-service training or not on 
how to teach pre-primary school life skills curriculum before they started teaching the 
subject. This was to determine whether they were well acquainted with the necessary 
skills on how to handle issues in life skills. The results are presented on figure 4.4. 
  
Figure 4.4 Teachers Attendance of In-service Training 
 
Figure 4.4 shows that 38.3% had attended in-service through their ongoing self upgrading 
courses while 61.7% had not attended any. When asked why they did not attend in-
service training they responded that there have been no specific seminars on the 
curriculum hence lacked an opportunity do so. Many pre-primary school teachers 
therefore felt that they are on their own and they need opportunities for peer support 
87 
 
through working together, sharing ideas, to jointly solve problems and cooperatively 
create materials to enhance successful implementation of life skills curriculum. 
 Magoma (2011) reports that more than half of teachers of integrated English course had 
not been in-serviced due to lack of time and proper information; and further asserts that 
teachers should continue learning throughout their professional career to keep up to the 
dynamics and socio-cultural settings in which they operate. These results are in 
agreement with the current research that many teachers have not attended in –service 
training hence they are not well prepared to implement the pre-primary school life skills 
curriculum. 
4.6.3 Teachers Instructional Methodology 
The study also sought to find out how instructional methodology may be influencing 
implementation of pre-primary school life skills curriculum. The results have been 
summarised on table 4.10.  
 
 
 
 
 
 
 
88 
 
Table 4.10: Teachers Instructional Methodology 
 
 Maximum Minimum Mean Std Deviation 
    Talks by resource Persons 4.0 1.0 1.5 0.7 
       Role playing 4.0 1.0 2.7 0.8 
       Mini Dramas 4.0 1.0 2.4 0.8 
       Games 4.0 1.0 2.9 0.8 
       Music and dance 4.0 2.0 3.2 0.7 
       Story Telling 4.0 1.0 3.4 1.0 
 
Table 4.10 shows that storytelling, music and dance, games and role playing were the 
most used teachers‟ instructional methodology as indicated by mean of 3.4, 3.2, 2.9 and 
2.7 respectively. However very few teachers indicated use of talks by resource persons, 
and mini dramas as indicated by means of 1.5 and 2.4 respectively. The teachers 
indicated that they prefer storytelling, music, dance, games and role playing, because they 
are more exciting to the children and involve them fully. However the uses of talks by 
resource persons are rare because they are not available and children react differently to 
strangers. The use of mini dramas is also rarely used by teachers because the method 
requires a lot of preparation and that the method is not suitable for large classes. A study 
by Mutegi (2012) showed that teaching methodologies influenced the implementation of 
life skills education and that use of demonstrations; question and answer method were 
preferred by majority of the teachers in primary schools due to lack of resources and their 
89 
 
ability to involve the pupils. The recommended approach for the teaching of life skills by 
KIE is an interactive approach. Teachers are expected to use role play, mini dramas, 
games, music and dance and a variety of other innovative teaching techniques to keep the 
learners wholly involved in the sessions (KIE, 2008). However pre-primary school 
teachers can only use these teaching techniques if provided with teaching resources and 
oriented through in service courses. This implies that teachers use methods that are 
convenient and do not require a lot of time and resources in implementing pre-primary 
school life skills curriculum. 
4.6.4 Seminars, Workshops and Conferences Held by KIE on Implementation of 
Life Skills 
The study also sought to determine whether or not KIE had held seminars, workshops or 
conferences to empower pre-school teachers on how to implement life skills syllabus. 
The results are indicated in table 4.11. 
Table 4.11: Seminars, Workshops and Conferences Held by KIE on Implementation 
of Life Skills 
 
   Seminars, Workshops and Conferences Held by KIE      Frequency Percentage 
Yes              7 14.9 
No                40 85.1 
Total                 47 100.0 
 
Table 4.11 shows that majority 85.1% of the teachers indicated that they had never 
attended any seminar, workshop or conference held by KIE, on the teaching of life skills, 
90 
 
while only 14.9% of the respondents have benefited from their ongoing self upgrading 
ECDE courses. 
The study further inquired whether the Ministry of Education had held any seminars, 
workshops or conferences to empower pre-primary school teachers on how to implement 
pre-primary school life skills syllabus. The results are indicated on the table 4.12. 
Table 4.12: Attendance of Seminars, Workshops or Conferences held by MoE on 
Life Skills  
 
Attendance of Seminars, Workshops and Conferences                               
Held by MoE 
Frequency     Percent 
                                Yes               5 10.64 
                                 No              42 89.36 
                                 Total              47 100.0 
 
The results on table 4.12 show that majority 89.36% of the teachers indicated they had 
never attended any seminar, workshop or conference, on the teaching of life skills 
organized by MoE. However, only five respondents indicated they attended seminars 
though not specifically on life skills but in those forums life skills was mentioned. These 
results indicate that there has been no real forum addressing pre-primary school life skills 
in Ainamoi Division and only a few teachers who privately sponsor themselves for 
upgrading courses have been empowered. On strategies employed by teachers to improve 
the teaching of pre-primary school life skills curriculum teachers reported they have no 
91 
 
real strategies but rely on what is available.  On the contrary a study by Magoma (2011) 
in Nairobi found that majority of integrated English teachers share ideas, materials and 
strategies with colleagues, on how to improve curriculum implementation. Thus KIE 
should organize seminars and workshops to enable pre-primary school teachers interact 
and share their experiences in the implementation of life skills curriculum. 
 Studies by Kwakman (2003); Schneider & Krajcik (2002); Davis (2002) highlight the 
need to provide teachers with something other than traditional in-service training to bring 
about change in their classrooms and coordinate curriculum. This can perhaps be 
achieved through organized seminars and workshops to enable teachers to interact and 
share their experiences. According to Kingori (2013) whose study aimed at assessing 
whether the necessary conditions were present for effective implementation of life skills 
education in Ruiru district, Kenya, teachers were not adequately prepared to implement 
the curriculum. The study further indicated that implementation encountered problems 
like inadequate teaching and learning resources and a lack of guidance on the 
implementation and besides life skills was yet to be implemented in some schools. This 
study‟s finding is consistent with Mutai (2011) in his study on challenges faced by 
teachers in implementing HIV/AIDS Curriculum in Primary Schools for Hearing 
Impairments in Rift Valley, Kenya. The study revealed that teachers were not adequately 
prepared to implement the curriculum and recommended that the government and other 
Organizations should provide seminars, workshops and Conferences to teachers to 
enhance implementation of HIV/AIDS Curriculum for the hearing impaired in Rift 
Valley Province. This study therefore identified that pre-primary school teachers were not 
92 
 
inducted on life skills curriculum before its introduction and this is impacting negatively 
on its successful implementation. 
4.6.5 Attitude of Teachers towards the Life Skills Curriculum 
The study further found it of paramount importance to determine teachers attitude 
towards the implementation of pre- primary school life skills curriculum in order to 
provide an insight of their views that may influence the implementation process. The 
scoring of the statements utilized a likert scale of strongly agree, agree, neutral, disagree 
and strongly disagree. The results are presented in table 4.13. 
 
 
 
 
 
 
 
 
 
 
93 
 
Table 4.13: Teachers Attitude Towards implementation of pre-primary school life 
skills curriculum 
 Max Min Mean Std. 
Deviation 
Content of pre-school life skills syllabus is beneficial to learner  2 1 1.4 0.5 
Pre-primary school life skills syllabus is broad  5 1 2.7 1.1 
Pre- primary school life skills is easy to teach  5 1 2.6 1.3 
Content of  pre-primary school life skills syllabus is suitable for 
pre-primary school children 
 4 1 1.7 0.6 
Pre-primary school life skills should continue to be taught in an 
integrated manner 
 5                  1 2.1 1.1 
Like teaching life skills   3    1 1.6 0.6 
Life skills is relevant to real life  5       1 1.4 0.8 
Confident Teaching life skills 4        1 2.0 0.9 
Embarrassed communicating to pupils some of the issues in life 
skills 
5        1 3.7 0.9 
Duplication of content of pre-primary school life skills in other 
subjects 
5 1 2.1 1.0 
Overall Mean   2.1 0.9 
 
Table 4.13 shows that the overall mean of teachers‟ attitude towards the implementation 
of life skills curriculum was 2.13. The results indicate that pre-primary school teachers 
are generally positive towards the implementation of life skills curriculum although there 
94 
 
could be a few challenges. This implies that pre- primary school teachers appreciate life 
skills curriculum as very crucial to the development of children. 
 On the contrary, Abobo (2012), in a study on challenges facing implementation of life 
skills in secondary schools in Trans-Nzoia West District, revealed that teachers had a 
negative attitude towards the teaching of life skills and in fact prefer to teach other 
examinable subjects during life skills lessons. According to him, 80% of the teachers 
interviewed had not been trained on life skills education. He concluded that effective 
teaching of life skills is hampered by school context factors that made it difficult for 
teachers to deliver the relevant content appropriately. Similar results were reported by 
Luvuga (2003) who did a study on teacher related factors that affect implementation of 
Christian Religious Education (CRE) syllabus in Mombasa. The study found that teachers 
had negative attitude towards CRE syllabus, they did not enjoy it and felt it is not an 
important subject. 
 
 
 
 
 
 
95 
 
CHAPTER FIVE 
SUMMARY, CONCLUSIONS AND RECOMMENDATION 
5.0 Introduction 
This chapter presents a summary of the findings, conclusions, recommendations of what 
should be done to improve the curriculum implementation and suggestions for further 
study. 
5.1 Summary of Findings 
This study established that the fundamental reason for the introduction of the pre-primary 
school life skills syllabus was as a critical response to the challenges facing young 
children today.Life skills development activities are effective intervention measures in 
response to children‟s developmental needs. In addition life skills is also expected to 
inculcate moral values among children at an early age and to equip learners with 
psychosocial competencies that help them make informed decisions, solve problems 
think creatively and communicate effectively. The study also revealed that life skills aims 
at providing children with protective skills which enables them to make appropriate 
choices on issues affecting safety like relating to strangers who are potential abusers. It 
was also prompted by the fact that children are vulnerable to abuse hence at risk of HIV 
and AIDs infection due to their innocence and trusting nature therefore life skills can help 
reduce these risks. 
The other reasons for introduction of life skills in pre-primary schools were to assist 
young children avoid risky situations like rape, drugs and other forms of abuse at home or 
on their way to school. It was also to enhance effective decision making, think creatively 
96 
 
for instance scream or seek help when in danger. It was further indicated that through 
participatory story telling children will be equipped with moral values to live by since 
stories have both skill and moral lessons. Listening and learning besides leads to 
character formation at an early age.  
On whether it was important to introduce life skills in pre-primary schools, majority of 
the pre-primary school teachers gave an overwhelming support and have positively 
embraced its teaching. Pre-primary school teachers‟ responses also indicated that life 
skills are meeting the needs of the learners although a few argued that some of the issues 
discussed are difficult for young children to comprehend. Further the respondents showed 
that the aims of life skills are clear though some indicated that correct interpretation of 
the aims requires enough teaching and learning resources yet most centres were only 
relying on a syllabus and a teacher‟s guide. 
Concerning the issue of whether needs assessment and piloting was done the study 
revealed that neither a needs assessment nor piloting was carried out before pre-primary 
school life skills curriculum was introduced. This was due to lack of time and money and 
the assumption that pre-primary school needs were similar to those of primary school 
children hence the curriculum was simply scaled down to pre-primary. 
On the question of whether pre-primary school life skills meets the needs of the learners, 
this research found out that an overwhelming majority of 96% were in agreement with 
only 4% arguing that for life skills to effectively meet the needs of the learners teachers 
need seminars and provision of relevant stories and picture books for illustrations. On the 
97 
 
issue of teachers‟ involvement in the preparation of life skills curriculum this research 
found out that majority (83%) of the respondents indicated that they were not aware of 
the process.Some of the teachers learnt of the introduction of life skills through varied 
ways like majority 48.9 % indicated that they got the information during their ongoing 
self improvement programs, 23.4% were told by head teachers, 21.3% obtained through 
other sources like reading from syllabus and life skills books while 6.4% were told by 
other teachers. The pre-primary school teachers as implementers of curriculum had no 
choice but respondents‟ felt obliged to implement the life skills curriculum. 
 On the contrary when KIE and MoE officers were interviewed on whether pre-primary 
school teachers were involved in the preparation of life skills curriculum, they explained 
that the process is normally a participatory approach where a panel is constituted and 
teachers and teacher trainers are usually represented. On development of materials, an 
interview with KIE officers revealed that pre-primary school life skills syllabus together 
with a teacher‟s handbook was developed in 2008 which incorporated the emerging 
issues of life skills. KIE further revealed that a book on a collection of folk tales from 
various parts of Kenya was compiled and published. The MoE further indicated that 
publishers have been asked to write and publish books on life skills. These materials if 
they were distributed to all pre-primary school canters would go a long way in enhancing 
effective implementation of life skills 
Regarding the effectiveness of the initial teacher training in handling life skills 
curriculum, majority 62% indicated that the training they received in college did not 
expose them to a variety of teaching methods to effectively implement the pre-primary 
98 
 
school life skills curriculum while 38% indicated that the training they had was sufficient. 
The respondents argued that since life skills was not part of their original college training 
,organizing workshops or seminars could enhance their understanding and delivery skills. 
Those who are untrained or still undergoing training also suggested that updating them on 
emerging issues would help them in achieving the desired objectives of life skills 
curriculum. Regarding whether an in-service training on life skills has been organized for 
pre-primary school teachers before its introduction, this research found out that none had 
been organized by MoE. With respect to attendance of seminars, workshops or 
conferences, on the teaching of life skills held by MoE or KIE, respondents indicated that 
there has been no real forum to address pre-primary school life skills in Ainamoi Division 
and only a few teachers who privately sponsor themselves for upgrading courses have 
been empowered. 
 On the issue of school administrations support in implementation of pre-primary school 
life skills teachers, indicated that although heads of public schools provide support they 
lack funds to buy relevant materials for teaching and to sponsor teachers to attend 
seminars. However a few respondents indicated that some school head teachers lack 
commitment and besides pre- primary schools have financial challenges. Teachers in 
private pre-primary school centres indicated that their school heads are not willing to 
spend money on staff development and sometimes cannot avail time for attending short 
courses. 
On availability of teaching and learning resources the study findings indicated 
inadequacy of teaching and learning facilities in pre-primary schools for teaching life 
99 
 
skills, very few respondents indicated adequacy of teaching and learning facilities. This 
implies that unavailability of teaching and learning materials is the major factor 
influencing the implementation of life skills curriculum in pre-primary schools. No 
meaningful teaching and learning takes place without adequate resource materials since 
children mainly learn through their interaction with materials readily available in the 
social and physical environment. Therefore, the instructional materials at pre- primary 
school level are central to the implementation of the curriculum. The research also 
revealed that materials used in teaching pre-primary school life skills are KIE syllabus 
and teacher‟s handbook, charts and pictures and only 13.8% had extra text books for 
teaching pre-primary school life skills. Majority of the respondents (52.2%) indicated 
inadequacy of teaching and learning resources. However teachers‟ attitude towards the 
implementation of pre-primary school life skills was positive as the curriculum has been 
embraced by all pre-primary schools included in this research. 
In response to the teaching methods employed in the teaching of pre-primary school life 
skills, it was revealed that teachers use methods that are convenient and do not require a 
lot of time and resources to prepare. Regarding the role of the ministry of Education in 
facilitating schools in the implementation of pre-primary school life skills syllabus, this 
research revealed that the ministry ensured that KIE incorporated life skills in the ECDE 
syllabus and that life skills is now included in teacher training colleges. The ministry also 
instructed schools to teach life skills at pre-primary school level. KIE‟s main role on the 
other hand was that they developed the syllabus and a teachers‟ handbook. KIE has also 
ensured that Teacher training centers incorporate training in life skills development. 
100 
 
With respect to whether KIE has carried out a monitoring and evaluation exercise since 
the introduction of pre-primary school life skills curriculum, KIE officers interviewed 
revealed that none has taken place due to lack of time and adequate funds. This concurs 
with MoE report that shortage of funds hindered an evaluation of the pre-primary school 
life skills curriculum. MoE officers interviewed indicated that the introduction of life 
skills curriculum was initially funded by UNICEF and since funds are no longer available 
it has become difficult to carryout monitoring and evaluation. The MoE officers also 
indicated that although QUASO officers visit pre-primary schools their focus has never 
been on life skills; however they believe that the curriculum has taken off. The KIE and 
MoE officers indicated that the pre-primary school life skills curriculum is not difficult to 
implement though they have no facts to support this since there has been no evaluation on 
the curriculum. 
Concerning whether both KIE and MoE are aware of any difficulties in the 
implementation of pre-primary school life skills, it was revealed that they are not aware 
of any since KIE has not carried out an evaluation exercise on the curriculum; they have 
no report from the field. However according to KIE officers plans are underway to 
evaluate the curriculum as soon as time and funds are made available.  
On strategies being employed to ensure effective implementation of pre-primary school 
life skills curriculum, a number of measures have been taken, for instance KIE officers 
indicated that extra copies of folktales for life skills have been released for distribution to 
selling points in different counties so that pre-school teachers can purchase them as 
resource books. An evaluation exercise is also expected to be carried out as soon as funds 
101 
 
are available. The Ministry officials explained that QUASO officers have continued to 
train Trainers of Trainers (ToTs) in different counties on storytelling approaches for 
teaching life skills, and it is hoped that trainers will impart the skills to the practicing pre-
primary school teachers. Life skills programs have also been integrated in teacher 
training programs to empower teachers before they go to the field. Publishers have also 
been encouraged to write books on life skills development. 
5.2 Conclusions 
This study concludes that it was important to introduce the pre- primary school life skills 
syllabus. It was further found out that life skills is beneficial to the learners and that pre-
primary school teachers in Ainamoi Division of Kericho County have positively 
embraced its teaching. The teachers agreed that life skills content is suitable and 
beneficial to learners in inculcating psychosocial skills needed for life. However, 
although teachers note that it is not difficult to teach life skills, majority say they lack 
adequate teaching and learning resources to effectively implement life skills curriculum. 
Results from the study have shown that the factors influencing implementation of pre-
primary school life skills curriculum are: lack of adequate preparation of teachers, 
inadequate teaching learning resources and the fact that both a needs assessment and 
piloting of the curriculum were not carried out. Teachers also reported that although the 
training skills they obtained from the college exposed them to a variety of teaching 
methods updating them through seminars and workshops would empower their delivery 
approaches better but they have not been given an opportunity to do so. Hence, teachers 
were not adequately empowered for the implementation of pre-primary school life skills 
102 
 
curriculum. The research therefore concludes that pre-primary school teachers lack 
frequent refresher courses to cultivate the various skills with respect to children‟s‟ 
activities and teaching methods in life skills. Although both KIE and MoE have carried 
out training much of it has benefited their own staff and trainers as opposed to classroom 
teachers. Hence, sensitization of teachers through workshops and seminars should be 
scaled up to enhance implementation of the curriculum.  
The research also concluded that the distribution of resource materials have not been 
effective as most schools only use a syllabus and teacher‟s guide book and that other text 
books have not been purchased by most of the Ainamoi pre-primary schools. These 
would enhance story telling approaches for life skills development in children. 
The study concluded that although school heads support implementation of this 
curriculum they lack necessary funds to purchase extra textbooks and other material for 
the implementation of the curriculum. However few public schools which benefited from 
the community support grant have purchased extra materials to enhance their teaching.  
5.3 Recommendations 
 The study recommends that Curriculum developers should design and provide 
adequate support materials to enhance effective implementation of life skills 
curriculum since children learn more through interaction with learning materials. 
 Secondly MoE should upscale their efforts of orientation of teachers through 
seminars and workshops on life skills to empower teachers on delivery 
103 
 
approaches of life skills and to enable them to interact and share their experiences 
with their peers. 
 KIE should carry out a monitoring and evaluation exercise to determine the extent 
of implementation of pre-primary school life skills curriculum, identify gaps or 
challenges in implementation and recommend necessary improvements. 
 School managements should be financially empowered by the County 
Governments through budgetary allocations to enhance provision of teaching and 
learning resources for effective implementation of pre-primary school life skills 
curriculum. 
 Teachers should be encouraged to go for refresher courses even if it means paying 
for it for self development this will enable them to keep abreast with emerging 
issues in pre-primary school curriculum. 
5.4 Suggestions for Further Research 
Due to limited scope of this study the researcher was not able to carry out extensive 
research. The researcher would like to make suggestions on areas in which further 
research can be carried out. These include: 
 A more intensive study should be done especially in an urban area since the 
present study was done in a rural area. This is important for purposes of 
comparison. 
 Secondly, the study concentrated on pre-primary school curriculum. It would be 
interesting to find out the implementation of life skills curriculum at other levels 
and identify whether the same factors are influencing implementation. 
104 
 
 Research could also be done to find out parents and students attitude towards 
implementation of life skills curriculum. 
 Finally this study did not attempt to investigate to what extent the objectives of 
life skills curriculum were met, thus further research could be conducted to 
investigate the impact of the introduction of life skills curriculum on different 
aspects of learners. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
105 
 
REFERENCES 
Abagi, O. (1995). Understanding social science research: An interview of the nature and                  
function of educational research. In Mwiria, K. And Wamahiu, A. (eds.), Issues 
in Educational Research in Africa. Nairobi: East Africa Educational Publishers. 
 
Abobo, A. (2012).Challenges facing implementation of life skills education in secondary 
schools in Trans-nzoia West District.  M. Ed. Thesis, Kenyatta University. 
 
Aiken, L.R. (1970). “Attitude towards mathematics”. Review of education research, 40 
(4), New York: John Willey and Sons. Inc.  
 
Ayaga, G.N. (2013) Teacher related factors in the implementation of Early Childhood 
Development and Education Curriculum in Borabu District, Nyamira County, 
Kenya. Unpublished M.Ed thesis. Kenyatta University: Nairobi. 
 
Barbara, L. (2004).Teachers professional development: A primer for parents and 
community members. Good printers Inc. 
 
Barnett, R. (2000). Super Complexity and the Curriculum, Studies in Higher Education, 
Vol. 25, No. 3, Pp. 255-265. 
 
Bundi, M. (2008) Factors affecting in-service training: The case of secondary school 
teachers in Mwingi District. M. Ed. Thesis. Kenyatta University: Nairobi. 
 
Convention on the rights of the child. United Nations General Assembly, 20th November 
1989. 
 
Creswell, J.W. (1994). Research design: Qualitative and Quantitative Approaches. 
London: Sage Publications. 
 
106 
 
Davis, R. S. (2002). “Change is hard”: What science teachers are telling us about 
reform and teacher learning of innovative practices. Science Education 87, 3-30. 
 
Fullan, M. (2001). The New meaning of education change. New York: Teachers College 
Press. 
 
Fullan, M. and Pontfret, A. (1977). Research on curriculum instruction implementation. 
Review of education, research, 47(1), 335-397. 
 
Fullan,M., Stiegelbauer,S.(1991).The new meaning of educational change. 2nded.New 
York:Teacher‟s College Press. 
 
Gay, L. R. (1991). Educational research: Competencies for analysis and application. 
Columbus, Ohio: Charles E. Merrill Publishing Company. 
 
Gillian, J.M. (2010) Challenges faced in the provision of quality Early Childhood 
Education in Kitui District. Unpublished M.Ed Research project. Kenyatta 
University: Nairobi. 
 
Githinji, S. (2008) The Influence of Background factors on Pre-school teachers‟ and 
managers‟ perception of the impact of Childhood Play Activities on Child 
Development in Kiambu District, Kenya. M.Ed Thesis Kenyatta University, 
Nairobi. 
 
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. In 
educational communication and technology Journal Vol. 29, No. 2pp. 75-91. 
 
Guilford, J.P. (2004). The Structure of the Intellect Model. Reports from the psychology 
Laboratory. University Of South California: California. 
 
107 
 
Henderson, M. E., Morris, L. L., & Fitz-Gibbon, C. T. (1987). How to measure attitudes, 
In J. L. Herman (Ed.) Program evaluation Kit (2nd ed).Newbury Park: Sage 
Publishers. 
 
Huberman, M., & Miles, M. (1984). Innovation up close. New York: Plenum. 
 
Hyde, A. L. K., Ekatan, A.,Kiage, P. &  Barasa, C. (2001). “HIV and AIDs and 
educational sector in Uganda” Unpublished Report. 
 
Hyman. (1970). Ways of teaching. New York: Lippincott. 
 
Kaburu , G. J. (2007). A Survey of the Utilization of Learning resources in Kikuyu 
Model Pre –School in Kikuyu Division. B. Ed Project, University of Nairobi. 
 
Kallon, M. R. (1996). An interpretive study of planned educational reform in Sierra 
Leone: The primary school and teacher education. Unpublished PhD Thesis, 
Toronto University. 
 
Kenya Institute of Education (2002).  Life Skills for behavior change. Nairobi: KIE. 
 
Kenya Institute of Education, (2006). Proposal for funding on upscalling and 
mainstreaming of life skills education into the school curriculum. Nairobi: KIE. 
 
Kenya Institute of Education (2008). Early childhood development and education 
syllabus. Nairobi: Kenya Institute of Education.Nairobi: KIE. 
 
Kenya Institute of Education (2010). Summative Evaluation on the primary school 
Education Curriculum. Nairobi : KIE. 
 
108 
 
KDSP(Kericho District Strategic Plan), (2005-2010). Implementation of the National 
Population policy for sustainable development. 
 
Kingo‟ri, S.K. ( 2013). Implementation of life Curriculum in public primary schools in 
Ruiru District: M.Ed. thesis, Kenyatta University :Nairobi. 
 
Kinsman,J., Nakinyingi, J.K.A., Carpenter, L.Q.M.P.R., & Whitworth, J. (2001). 
“Evaluation of a comprehensive school-based AIDS education program in rural 
Masaka, Uganda.” Health Education Research: Theory and practice 16: 85-100. 
Ref ID: 8810. 
 
Kinyua, J. I. (1994). The Implications of innovative Instructional Practices in Teacher 
Education on Equipment and Teaching Materials in Report of the Third Teacher 
Education Conference. Nairobi: Government Printers. 
 
Kwakman, K. (2003). Factors affecting teachers‟ participation in professional learning 
activities. Teaching and Teacher Education. 
 
Luvunga, H. (2003). Teacher related factors that affect implementation of Integrated 
Secondary Christian religious education (CRE) Syllabus in Mombasa District, 
Kenya. M. Ed. Kenyatta University: Nairobi. 
 
Magoma, M. (2011) Curriculum innovation in Kenya: A case of Introduction and 
Implementation of Secondary Integrated English. Unpublished PhD thesis 
Kenyatta University: Nairobi. 
 
Maling, J.and Keepers, B. (1985). Education Research and Evaluation. In Elliot Eisner 
(Ed.) For 84th Yearbook of education of NSSE. Learning and Teaching the ways 
of knowing. Chicago: Chicago University Press. 
 
Maogoto, J.O. (2012). Challenges in the implementation of life skills curriculum in 
public primary schools in Nakuru Municipality: M.Ed. Thesis University of 
Nairobi. 
109 
 
Mashall, C. & Rossman, G. B. (1995). Designing qualitative research. London: Sage 
Publications. 
 
Mason,J. (1998). Qualitative researching. London: Sage Publications. 
 
Menya, J. O. (1994). Innovative instructional practices in teacher education. In report of 
the third teacher education conference. Nairobi: Government Printers. 
 
Ministry of Education (1999). Professionalizing teacher education in Kenya. Nairobi: 
Government Printer. 
 
Ministry of Education Science and Technology (1984). Guideline for Pre-school in 
Kenya: Jomo Kenyatta Foundation.  
 
Mohammad, D. (2011). Impact of teacher Quality on Academic Achievement Of Students 
at Secondary Stage in Punjab. Journal of international Cooperation In Education 
Vol. 12 No.1 Pp. 107-125. 
 
Molobe, Ennie, Salewski and Tanya. (1990) „„Education and Citizenship: Life Skills in 
the  Botswana Classroom.” Paper presented at the BOLESWA Symposium. 
 
Mudaki Joy, B. (2011) Supervision of ECDE programmes. Implication for the provision 
of quality Early Childhood education in Nairobi province. Government printers, 
Nairobi. 
 
Mugenda, O. & Mugenda, A. (2003). Research methods: Qualitative approaches. 
Nairobi: Acts Press. 
 
Mutai, P. K. (2011). Challenges faced by teachers in implementing HIV/AIDS 
Curriculum in primary schools for pupils with hearing impairments in Rift Valley 
Province, Kenya. M.Ed. Thesis, Kenyatta University: Nairobi. 
110 
 
Mutegi, L.K. ( 2012). School factors influencing the implementation of life skills 
education in public primary schools in Athi River District. M.Ed. thesis. 
University of Nairobi. 
 
NACC(National AIDS Control Council)/UNAIDS (2012). HIV and AIDS Profile 
Kericho County: Global AIDS Progress Report, Kenya. 
 
Neuman, W. L. (2000). Social Research Methods: Qualitative and Qualitative 
Approaches. Whitewater: University of Wisconsin. 
 
Ng‟asike, J. (2004). Teachers Use of Play as Medium for bridging Preschool Children‟s 
Mathematical Experiences: A Study Of Kasarani Division, Nairobi: Kenya. An 
Unpublished M.Ed. Thesis. Kenyatta University: Nairobi. 
 
Njue A.M. (2010) Challenges faced in the provision of Early Childhood Education in 
Gachoka division of Mbeere District. Unpublished M.Ed research project. 
Kenyatta University: Nairobi. 
 
Nzomo, L.N. (2011). The history and status of life skills in Kenya. A paper presented  
during the national consultative meeting on life skills and sexuality education at 
Mt. Kenya Safari   Club from 2nd – 5th February 2011. Kenya Institute of 
Education. 
 
Ogachi, O. (1994). Perceptions of secondary school teachers and students on the role of 
social education and ethics in the moral socialization of the youth in Kenya. 
M.Ed. Thesis Kenyatta University : Nairobi. 
 
Ogula, P.H. (1984). „Research needs of curriculum developers‟. Nairobi: Kenya Institute 
of Education. 
 
Oketch, J. G.and Asiachi, A. (1986) Curriculum development for primary schools, ODA 
Series, Kenyatta University, Nairobi. 
111 
 
Okobia, E.O. (2011). Availability and Teacher‟s use of Instructional Materials and 
Resources in the Implementation of Social Studies in Junior Secondary Schools in 
Edo State, Nigeria. 
 
Okumbe,J. A. (1998). Educational management: Theory and practice publication. 
Nairobi: Nairobi University press. 
 
Olembo,J. O.,Wanga, P. E.,& Karugu, N. M.(1992). Management in education. Nairobi: 
Educational Research and Publications (ERAP). 
 
Ornstein, A. C. & Hunkins, F.P. (1998). Curriculum: Foundations, principles, and issues. 
(3rd Ed). Allyn and Bacon. 
 
Pai, H. (1976). Curriculum implementation in secondary schools. A workshop paper 
presented to the 1976 secondary curriculum work. Honiara. 
 
Patton, M. Q. (1990). Quantitative evaluation and research methods. California: Sage 
Publications. 
 
Read, K., Gardener, P. & Mahler, P. (1993).Early childhood programs, human 
relationships and learning. London: Harcourt Brace College Publishers. 
 
Rembe, S. (2006). Assessment of the policies and programs of Zimbabwe in addressing 
HIV/AIDS epidemic in the education sector. M. Ed. Thesis. University of Fort 
Hare, South Africa. 
 
Republic of Kenya (1988). The report of the presidential working party on education and 
manpower development for the next decade and beyond. Nairobi: Government 
Printer. 
 
112 
 
Republic of Kenya (1994-1996). Kericho district development plan, Office of the vice-
president and Ministry of planning and national development .Rural Planning 
Department. 
 
Republic of Kenya, (1999). Totally integrated quality education and training (TIQET): 
Report on the commission of inquiry into the education system of Kenya (The 
Koech report). Nairobi: Government printer. 
 
Rooth, E. (2005). An investigation of the status and practice of life orientation in South 
African schools in two Provinces. Unpublished PhD Thesis, University of 
Western Cape, Cape Town.  
 
Schneider, R. M. & Krajcik, J. (2002). Supporting science teacher learning: The role of 
educative curriculum materials. Journal of science Teacher Education, 13 (3), 
221-245. 
 
Shiundu, J. S. & Omulando S.J. (1992). Curriculum: Theory and Practice in Kenya. 
Nairobi: Oxford University Press. 
 
Sifuna,D.N.(1990).Development of education in Africa: The Kenyan experience. Nairobi: 
Initiative Ltd. 
 
Stake, R. E. (1978). The case study methods in social inquiry. Educational research, 7(2), 
pp. 5-8. 
 
Statt, D.A. (1998). The concise dictionary of psychology. London: Routledge. 
 
Stenhouse ,(1979). An introduction to curriculum research and development. London: 
Heinemann. 
 
Stranghen, R. (1982). Can we teach children to be good? London: George Allen and 
Unwin. 
113 
 
The Convention on the Rights of the child. United Nations General Assembly (1989).   
 
Tonui, N. (2014).More drop out of school out of pregnancy: in the standard of July 26th 
2014. (Digital news). The standard limited, Nairobi.    
 
Thorndike, R. L., & Hagen, E. P. (1977). Education and evaluation in psychology, 4th 
Edition. New York and London: John Wiley and Sons Inc. 
 
UNESCO (2009) Training Tools for Curriculum Development. A Recourse Pack, 
UNESCO. 
 
UNGASS Declaration of commitment (2001). Capacity building activities on life skills 
and peer education. New York: June 2001. www.aseansec.org/aids/10.pdf. 
 
Unicef.2004. Definition of terms. http://www.unicef.org/lifeskills/index.7308.html. 
 
University of Zimbabwe. (1995). Curriculum implementation, change and innovation, 
(module E.A 3AD 303) Harare: Centre for Distance Education, University of 
Zimbabwe. 
 
University of Washington (2008) Piloting a Curriculum. A Technical Implementation 
Guide University of Washington: Washington DC. 
 
USAID, (2003). School health education to prevent AIDS and STD: A resource package 
for curriculum planners, Geneva. 
 
Wang‟ombe, G.M. (1988). “Survey of the factors that affect the teaching and learning of 
Home Science in primary schools”. M. Ed. Thesis, Kenyatta University. 
 
114 
 
WHO (1999). Partners in life skills training: Conclusions from United Nations Inter-
Agency Meeting, Geneva. www.unicef.org./life skills. 
 
World Bank (2002). The Global impact scaling up HIV/AIDS prevention programs in low 
and middle income countries. 
 
World Conference on Education for All (Jomtien, 1990) United Nations Educational, 
Scientific and Cultural Organization. 
 
The World Education Forum: Dakar Framework for Action (2000). 
 
Yin, R. K. (1984). Case study research design: Design and methods. Applied and social 
research methods series, vol. 5. Beverly Hills: Sage publications. 
 
Zimbardo,P.,Reading,M.A (1999): Psychology.(3rd Ed). New York: Addison Wesley 
Publishing. 
 
 
 
 
 
 
 
 
 
115 
 
APPENDICES 
APPENDIX 1 
QUESTIONNAIRE FOR PRE-PRIMARY SCHOOL TEACHERS 
The purpose of this questionnaire is to seek information on the implementation of life 
skills curriculum in pre primary schools. The information that you will provide will be 
used for research only. You need not write your name on the questionnaire. Be as 
objective as possible and complete the questionnaire honestly. Write or tick your 
response accordingly. 
SECTION A: 
 BACKGROUND INFORMATION 
1. Name of your school: ___________________________________________________ 
2. Your highest level of professional training: 
(i) ECDE certificate            (    ) 
(ii) ECDE Diploma                (    ) 
(iii)Untrained teacher          (    ) 
(iv) B.Ed  (ECE)                   (    ) 
(v) Undergoing Training      (    ) 
3. Your teaching experience: 
(i) Less than a year           (    ) 
(ii) 1-3 years                        (    ) 
(iii)4-6 years                       (    ) 
(iv) 7 or more                       (    ) 
116 
 
4. Your gender: 
(i) Male                            (    ) 
(ii) Female                          (    ) 
SECTION B 
ATTITUDE TOWARDS THE IMPLEMENTATION OF PRE-PRIMARY 
SCHOOL LIFE SKILLS CURRICULUM 
1. Please indicate whether you strongly agree (SA), agree (A) are uncertain (U), 
disagree (D) or strongly disagree (SD) with the following statement, by ticking in the 
column against each statement appropriately. 
 SA A N D SD 
The content of pre- primary school life skills syllabus is 
beneficial to learners. 
     
The pre- primary school life skills syllabus is broad.      
The pre- primary school life skills syllabus is easy to teach.      
The content of pre- primary school life skills syllabus is suitable 
for pre- primary school children 
     
Pre- primary school life skills should continue to be taught in an 
integrated manner. 
     
I like teaching life skills      
Life skills is relevant to real life      
 I feel confident teaching life skills      
I feel embarrassed communicating to pupils some of the issues 
in life skills 
     
There is duplication of content of pre-primary school life skills 
in other subjects 
     
 
117 
 
2. How did you learn that you were supposed to implement pre-primary school life 
skills curriculum? 
(i) Told by head teacher              (   ) 
(ii) Told by other teachers          (   ) 
             (iii) During in-service course      (   ) 
             (iv) Any other specify_________________________________________ 
3. What was your reaction when you received the above information? 
(i) Disappointed                           (   ) 
(ii) Felt obliged to teach               (   ) 
(iii) Any other reaction (please specify) 
TEACHER’S INSTRUCTIONAL METHODOLOGY 
4. How often do you use the following methods of teaching in life skills lessons? 
                                       
Never 
               
Rarely 
                   
Frequently 
                        
Very Frequently 
 Talks by resource persons     
    Role playing     
    Mini dramas     
    Games      
    Music and dance     
    Story Telling     
 
5. Briefly explain why you prefer either of the of the above methods 
6. Briefly explain why you do not prefer using one of the above methods 
118 
 
AIMS OF THE IMPLEMENTATION OF PRE-PRIMARY SCHOOL LIFE 
SKILLS SYLLABUS 
7. Do you think it was important to introduce the pre- primary school life skills 
curriculum? 
Yes (    )        No (    ) 
 If no, give reasons: 
            (i) 
            (ii) 
8. Do you think pre- primary school life skills curriculum meets the needs of your 
learners?  
9. Are the objectives of pre-primary school life schools clear to you?  
      Yes (    )            No (    ) 
If No what are the complexities? 
(i) 
(ii) 
TEACHER TRAINING 
10. Do you feel that the training you received in college exposed you to a variety of 
teaching methods to effectively handle pre-primary school life skills curriculum? 
             Yes    (   )            No          (   ) 
 Please explain your answer 
      (i) 
     (ii) 
119 
 
 11. Did you attend in-service training on how to teach pre-primary school life skills 
syllabus before you started teaching the subject? 
              Yes (    )                 No (   ) 
              If No, why? 
      (i) 
      (ii) 
SCHOOL ADMINISTRATION’S SUPPORT 
12. The School administration plays an important role in the way pre-primary school life 
skills curriculum is being implemented 
Yes    (   )          No      (   ) 
If yes, in what ways? 
(i) 
(ii) 
13. Does the school administration encourage you to attend in-service training on how to 
teach pre-primary school life skills syllabus? 
  Yes (    )                       No (    ) 
 If No, what have you done to improve your teaching of pre-primary school life skills 
syllabus? 
(i) 
(ii) 
 
 
120 
 
AVAILABILITY OF TEACHING AND LEARNING RESOURCES  
14. What learning resources does your school have for effective teaching of pre-primary 
school life skills curriculum (please tick) 
(i) Charts and pictures                                                                                (   ) 
 (ii) Pamphlets                                                                                             (   ) 
(iii) Magazines                                                                                            (   ) 
(iv) KIE materials like syllabus and teachers‟ handbook book                                   (   ) 
(v) Audio tapes                                                                                                            (   ) 
(vi) Others specify_____________________________________________________  
15. How would you assess the availability of teaching and learning resources in pre-
primary school life skills curriculum in your school? 
(a) Very   adequate             (   ) 
(b) Adequate                       (   ) 
(c) Inadequate                     (   ) 
(d) Not there at all               (   ) 
 16. Do you have a pre- primary school life skills teachers‟ handbook? 
 Yes (    )         No (    ) 
If No, why? 
 (i)  
(ii)       
  
121 
 
17. Do you have a copy of the pre-primary school life skills syllabus? 
Yes (    )                 No (    ) 
 If No, why? 
 (i) 
 (ii)   
 18. Where do you get your teaching/learning materials from? 
(i) Pupils bring from home         (    ) 
(ii) The school buys                    (    ) 
(iii)The teacher improvises         (    )     
(iv) I buy for myself                    (    ) 
19. Apart from pre-primary school life skills syllabus and teachers guide do you have any 
other text book for teaching life skills? 
Yes (    )              No   (    ) 
ROLE OF KIE AND MoE 
20. In what ways has KIE facilitated your school in receiving and implementation of pre- 
primary school life skills syllabus?  
(i) 
(ii) 
21. Are you aware of any pre-primary school teachers who were involved in the 
preparation of pre primary school life skills curriculum? 
Yes             (   )          No         (   ) 
122 
 
If No why 
(i) 
(ii) 
22. Has KIE held any seminars, workshops or conferences to teach you on how to 
implement life skills syllabus?                  Yes (    )         No   (    ) 
23. If yes, how many times have you attended such seminars, workshops or conferences 
this year? 
24. In what ways has the Ministry of Education facilitated your school in implementation 
of pre-primary school life skills syllabus? 
(i) 
(ii) 
25. Has the Ministry of Education held any seminars, workshops or conferences to teach 
you on how to implement the pre-primary school life skills syllabus? 
Yes (    )              No    (    ) 
                                   Thank you for your time and co-operation. 
 
 
 
 
 
 
 
123 
 
APPENDIX 2 
INTERVIEW SCHEDULE FOR KIE AND MoE OFFICERS 
SECTION A: 
1. Name of institution: ___________________________________________________ 
SECTION B: 
OBJECTIVES OF PRE-PRIMARY LIFE SKILLS SYLLABUS 
1. Why was the pre-primary school life skills curriculum introduced? 
(i) 
(ii) 
2. What preparations were made before the pre- primary life skills curriculum was 
implemented? 
3. Was there a policy formulated to give guidelines on the desired goals of pre-primary 
school life skills curriculum? 
THE INITIATION PROCESS OF PRE-PRIMARY LIFE SKILLS CURRICULUM 
4. Who were behind the idea of pre - primary school life skills curriculum? 
 (i) 
 (ii)              
5. Was a needs assessment carried out in pre-primary schools before life skills curriculum 
was designed? 
6. If No, why?  
(i) 
124 
 
(ii)  
7. Who were involved in designing of pre-primary school life skills curriculum? 
 (i) 
(ii) 
8. Were teachers of pre-primary schools involved in designing the Pre-primary school life 
skills curriculum? 
 Yes      (    )         No        (    ) 
 If No, why? 
(i) 
(ii) 
9. Was there any piloting of the pre-primary school life skills curriculum before it was 
disseminated for implementation?          
 Yes            (     )         No           (    ) 
 If no why?_________________________________________________________ 
10. When was the pre-primary school life skills curriculum developed? ________ 
11. When was the national implementation of the pre-primary school life skills 
curriculum started____________________________? 
12. Was it started all over the country at the same time?      
If no, give reasons? 
(i) 
(ii) 
125 
 
STAFF TRAINING 
13. Was personnel training carried out before life skills curriculum was implemented in 
pre-primary schools? 
 Yes       (   )       No       (   ) 
 If yes, at what level and scale was it carried out? 
  (i)   School       (   )    (ii) District      (   )     (iii) County    (   )       (iv) National     (   ) 
14. Were pre- primary school teachers trained on how to teach life skills curriculum? 
Yes           (    )                No          (    ) 
If yes about how many pre-primary school teachers have benefited so far? __________ 
AVAILABILITY OF RESOURCE MATERIALS             
15. What curriculum support materials were developed for pre-primary school life skills 
curriculum?  
(i) 
(ii) 
 
(iii) 
 
(iv) 
16. Who were involved in the development of pre-primary school life skills curriculum 
materials? 
 (i) 
 (ii) 
17. What pre-primary school life skills materials were provided by? 
126 
 
(i) KIE ____________________________________ 
(ii)MoE ________________________________________ 
(iii)Private Publishers_____________________________ 
18. What constraints (if any) were experienced during the development of materials for 
pre-primary school life skills curriculum? 
 (i) 
(ii) 
IMPLEMENTATION OF PRE-PRIMARY SCHOOL LIFE SKILLS 
CURRICULUM 
19. Since the implementation of the life skills curriculum in pre-primary school, has there 
been any monitoring, evaluation or improvements made?  
Yes         (    )                           No               (    ) 
If No, why? 
20. Do you think that pre-primary school life skills syllabus is difficult to implement? 
Yes (   )              No (   ) 
 If yes, give reasons: 
 (i) 
 (ii)              
21. Are there any difficulties you experience in your duties of ensuring effective 
implementation of pre-primary school life skills curriculum? 
Yes       (   )        No       (   ) 
If yes, what strategies do you employ to overcome these difficulties? 
127 
 
(i) 
(ii) 
22. What challenges are the teachers facing in the implementation of the pre-primary 
school life skills curriculum? 
(i) 
(ii) 
23. What strategies do you recommend to be used to ensure that pre-primary school 
teachers successfully implement pre-primary school life skills curriculum? 
 (i) 
(ii) 
Thank you for your co-operation. 
 
 
 
 
 
 
 
 
 
 
128 
 
APPENDIX 3 
LIST OF PRE-PRIMARY SCHOOL CENTRES PER ZONE IN AINAMOI 
DIVISION 
Zone Category No. Name of School Number of Pre-primary School teachers 
Ainamoi Public           1 Koitabmat 2 
2 Kitol 2 
3 Kapsigiryo 2 
4 Chemarir 2 
5 Chepkoiyo 1 
6 Kapcheptoror 2 
7 Boiywek 2 
8 Kisipyese 3 
9 Ngenybare 2 
10 Ainamoi ECD 2 
11 Bagao 1 
12 Kipchimchim 2 
13 Kimugul 1 
14 Kaparuso 3 
15 Merto 1 
16 Kiburet 3 
17 Laliat 2 
18 Cheplil 1 
19 Kamelilo 3 
20 Sebetet 2 
21 Kiptanyit 1 
129 
 
22 Cherung‟ut 1 
23 Bechunlelach 1 
24 AIC Koitabmat 2 
Private 
 
25 Kware  2 
26 Serserik 3 
27 St. Teresas Montesari 4 
28 St. Marys 1 
29 Ainamoi Academy 3 
Kapsoit Public 
 
 
30 Chemobei 2 
31 Torit 2 
32 Lemeiywet 2 
33 Kisabei 3 
34 Cheplel 3 
35 Ketitui 3 
36 Kiboibei 2 
37 Sitotwet 2 
38 Kiptegan 2 
39 Chepkurbet 4 
40 Chepsoo 2 
41 Kaboswa 3 
42 Telanet 2 
43 Samutet 2 
44 Chepkoinik 2 
45 Ogirgir 2 
46 Torsogek 2 
130 
 
47 Kenegut 2 
48 Kosisit 3 
Private 
 
 
49 Light Life 3 
50 Samutet Academy 2 
51 Grassland Academy 3 
52 Jeros Academy 1 
53 Mercy Hills 2 
54 Kapsoit Junior 3 
55 St. Barnabas 2 
56 St. Johns Cheribo 2 
Kapsaos Public 
 
57 Binyiny 2 
58 Chepng‟obob 2 
59 Kapoloin 2 
60 Ainapsotet 1 
61 Tulwet 1 
62 Itinei 2 
63 Manyoror 1 
64 Mureret 1 
65 Otiui 1 
66 Kapngetuny 2 
67 Maso 2 
68 Temmet 2 
69 Babain 1 
70 Chebigen 2 
71 Buchenge 2 
131 
 
72 Chesimot 2 
Private 73 Bethel 2 
74 Sunrise 2 
75 Kapkien 1 
76 Kapchain 1 
77 Sambu 1 
Municipal Public 
 
78 Sumeiyon 2 
 79 Matobo 3 
 80 St. Patrick 2 
 81 Chepkutung‟ 2 
 82 Kabungu‟ng‟wo 3 
 83 Kakiptui 2 
 84 Kericho Headquarters 3 
 85 Main Prison 3 
 86 Chelimo 3 
 87 Kericho Rehabilitation 2 
 88 Kipchebor 2 
 89 Kericho Muslim 2 
 90 Boito 1 
 91 Kapsirgong‟ 2 
 92 Chepkolon 2 
 93 Kericho Factory 2 
 94 Progressive 2 
 95 Kericho Township 1 
132 
 
 96 Kerigo 2 
 97 Keongo 2 
 98 Kimugu Factory 1 
 99 Central Hospital 1 
 100 KETEPA 2 
 101 Kaparuso 1 
 102 DICECE Model 2 
 103 Highlands 2 
 104 Kimolwet 1 
 105 Kimugu 2 
 106 Kericho Annex 2 
 107 Kericho PAG 2 
 108 Modern Nursery 1 
 109 Maranatha 2 
Private 110 Victor Academy 2 
111 Amazing Grace Junior 2 
112 Victory Preparatory 2 
113 Sedel Academy 2 
114 Mangwein 3 
115 Dominion 2 
116 Joy Winners 1 
117 Mbiri 2 
118 Kebenet 2 
119 Kazana 2 
120 Kapkukerwet FGC 2 
133 
 
121 Lorreine 2 
122 Victorious 2 
123 Green Ivy 2 
124 Green Highland 2 
125 Kings Academy 2 
126 Adonai 1 
127 Alpha Omega 1 
128 Koma Hills 1 
129 Vision 1 
130 Eagles Academy 1 
131 St. Joseph 1 
132 Chebitet 2 
133 Baptist 2 
134 Sambu 2 
135 Busara Academy 1 
136 Prince Michael 2 
137 Joyland 1 
138 Happy Kids 3 
139 River Side 2 
140 Golden Gift 1 
141 Good Shepherd 1 
142 Hoy Trinity 3 
143 Bright Light 1 
144 AICTumaini 2 
145 Joy Shinners 1 
134 
 
146 Fowarders 1 
147 Arise and Shine 2 
148 Sacred Heart 3 
149 Amazing Grace 1 
150 Kericho Academy 2 
151 Fountain Academy 3 
152 Valley Christian 1 
153 St. Johns Highland 1 
154 Zionist 1 
155 Mwamba Tealand 2 
156 Prestige Academy 1 
157 Faith Connection 1 
158 Bondeni 1