TEACHING COMPETENCE-BASED AGRICULTURE SUBJECT IN PRIMARY SCHOOLS IN KENYA; A REVIEW OF INSTITUTIONAL PREPAREDNESS

Özet

Lack of the critical competencies for employability and self-reliance have contributed to high levels of youth unemployment. Introduction of Competence Based Education (CBE) system is to ensure learners acquire communication, collaboration, critical thinking, problem solving, self-efficacy and digital literacy. This article reviewed the literature related to institutional preparedness for instruction of agriculture. This study was grounded on desktop design that reviewed, relevant reports by several education commissions and peer reviewed journals with a focus on instructional, infrastructural resources, teacher training and sustainability plans for resources. The result show that institutional preparedness is key in curricula changes. However, practical instruction to equip learners with competencies in vocational subjects has remained a challenge. This literature review findings indicated that for any curriculum implementation institutional preparedness is pertinent and failure to which schools end up producing learners who get it difficult to solve societal problems in agricultural education. This study is useful to stakeholders in education and practitioners to better understand research results in the field of agricultural education.  Despite many articles having addressed need to promote practical teaching of vocational subjects in Kenya, less literature is available on institutional preparedness.