Status of Life Skills Education Teaching and Learning in Secondary Schools in Kibwezi Sub-County of Makueni County, Kenya

Abstract

In this millennium, education is undergoing an evolutional change in terms of globalization, privatization and urbanization. Today’s youth are facing many emerging issues such as poor academic performance, poverty, stress, unemployment among others and this leads to indiscipline and suicidal tendencies. This requires immediate and effective response from a socially responsive system of Education. The main purpose of this study was to establish the status of Life Skills Education in Secondary Schools in Kibwezi Sub-county, Makueni County, Kenya. The study was guided by three objectives: To identify the benefits of Teaching and Learning of life skills Education in Secondary Schools in Kibwezi Sub-county, to establish if life skills Education teaching and learning has been implemented as envisaged by the Ministry of Education Science and Technology (MoEST), to investigate the challenges facing Life Skills Education and opportunities occasioned by the Teaching and Learning of Life Skills Education. The Study adopted a descriptive Survey design. The data was generated using information from Deans of Curriculum in Secondary Schools in Kibwezi Sub County through use of self-designed questionnaire. The researcher used systematic sampling to get the target population (where the tenth item was picked). A total of seven (7) schools were picked for this study out 66 schools in Kibwezi Sub-County. This translated to 10% of the total population. Test-retest method was used to test reliability. This was done during piloting stage which was carried in one school. The data was collected using questionnaires which were administered by the researcher. Data was analyzed using descriptive statistics which was generated by Statistical Package for Social Sciences (SPSS). The results were presented in form of percentages, frequencies, tables and other graphical presentations. The findings of the study revealed that 57% of secondary schools did not have any teaching resources for life skills education and it was not taught, while the rest of schools had scanty resources and where it was timetabled it was only taught by willing teachers. The study concluded
that Life Skill Education is not being taught as envisaged by Ministry of Education. Therefore, learners were missing out on the benefits of this key subject. The study recommends that life skills be made compulsory and examinable subject. This would help learners to cope with life as students and become better citizens.