Readiness for Competence Based Learning of Agriculture Education in Secondary Schools in Uasin Gishu County, Kenya

Abstract

The study conducted in Uasin Gishu County focused on competencies and perception towards secondary school agriculture. The objective was to establish the readiness of schools for implementation of competency-based learning. Using descriptive research design, a purposive sample of 358 secondary school students from fourteen schools participated in the study. Questionnaires, interview schedules, and observation checklists were used for data collection. Only 24.1% of the teachers were able to design assessment rubrics for competency-based learning while 75.9% needed further training. Creativity and imagination were acquired by 8% of the learners. Other core competencies were acquired by less than 10 % of the learners. About 35.7% of students acquired students’ leadership skills. Despite the low level of agricultural technology used in schools, the teachers attributed low crop yields to poor weather. There was no relationship between the teaching method and the competencies manifested (P (χ2=2.266, df 8) =0.972 at α 0.05).