The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areas after their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.

The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.

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The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.