Abstract: The study assessed the impact of financial resource management constraints on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. The shift to CBE in Kenya demanded effective financial planning, budgeting, and resource allocation to sustain learner-centered approaches. However, schools in rural and resource-limited contexts such as Baringo County experienced challenges that hindered smooth implementation. The study adopted a descriptive research design guided by positivist philosophy, targeting 1,739 respondents, including head teachers, junior school teachers, and sub-county directors. A sample of 317 respondents was selected using stratified random sampling. Data were collected through structured questionnaires and semi-structured interviews, and analyzed using both descriptive and inferential statistics, complemented by thematic analysis for qualitative data. The findings revealed that inadequate financial planning, delayed fund disbursement, weak accountability systems, and poor budget prioritization significantly affected the provision of instructional materials, teacher training, and infrastructural development required for CBE. Regression analysis indicated a strong relationship between financial resource management practices and effective curriculum implementation. The study concluded that strengthening financial management capacity and timely funding are essential for successful CBE implementation. It recommended enhanced budgetary oversight, capacity building for school managers, and strategic government support to ensure sustainable financing of CBE reforms.

Abstract: Technology is a critical component of instruction in education in the 21st century. However, the integration of digital education technology in secondary schools has been hindered by varying levels of teachers’ technological competence, which affects effective teaching and learning. In Baringo County, challenges such as limited training, inadequate infrastructure, and insufficient professional support exacerbate the problem, leading to inconsistent adoption of digital tools. The purpose of this study was to establish the influence of teachers’ technological competence on the adoption of digital educational technology in teaching Home Science in secondary schools. The study was anchored on the Technology Acceptance Model (TAM), which emphasizes perceived usefulness and perceived ease of use as determinants of technology adoption. A descriptive survey research design was adopted, targeting 19 public secondary schools offering Home Science. The population comprised 63 Home Science teachers and 19 principals, sampling 63 teachers and 8 principals purposively. Data was collected using questionnaires and interview schedules, with validity ensured through expert review and reliability tested using Cronbach’s alpha (α ≥ 0.7). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. Ethical considerations included informed consent, confidentiality, voluntary participation, and authorization from NACOSTI. The findings revealed that while most teachers expressed confidence in using digital tools, a majority lacked training, troubleshooting skills, and regular updating of knowledge, limiting effective integration. The study concluded that technological competence significantly influences adoption and recommended strengthening continuous professional development, collaborative partnerships, and peer-to-peer mentorship to enhance digital integration in Home Science teaching.

Abstract: Women play a critical role in agricultural activities, yet their contributions to household food security are often undervalued and under-supported. Despite their central involvement in food production, women are frequently excluded from key decision-making processes related to agriculture and food security. This study investigated the effect of women’s participation in agriculture on sustainable household food security in Baringo County. The research aimed to explore how women’s involvement in agricultural activities impacts food security outcomes at the household level. The study adopted a cross-sectional research design with a mixed methods approach, utilizing both qualitative and quantitative data. A sample of 316 registered members of SMART Agriculture and 6 field officers were selected through random and purposive sampling. Data was collected using structured questionnaires and interviews. The findings revealed that a majority of respondents felt women were not sufficiently involved in decision-making regarding household food security, and there was a noticeable gender disparity in contributions to food production. Despite this, many respondents acknowledged the growing role of women in agricultural activities and their positive impact on household food security. The study’s results indicate a strong positive correlation between women’s participation in agriculture and sustainable food security, as demonstrated by a Pearson correlation coefficient of 0.684 (p = 0.000). The study concludes that increasing women’s involvement in agriculture significantly enhances food security outcomes, emphasizing the need for policies that promote gender inclusion in agricultural decision-making and community support for women.

Abstract: Food insecurity remains a significant challenge, particularly for rural households that rely on agriculture as their primary source of livelihood. Despite various efforts to address this issue, many households continue to struggle with inadequate food production, poor resource management, and a lack of sustainable agricultural practices. This study investigated the influence of literacy empowerment programs on sustainable household food security in Baringo County. Using a cross-sectional research design, the study employed mixed methods to collect both qualitative and quantitative data. A total of 316 registered members from SMART Agriculture and 6 field officers were selected as the study sample. Data was gathered through interviews and questionnaires and analyzed using Pearson Correlation and linear regression. The findings revealed that literacy programs significantly improve agricultural knowledge, climate-smart practices, and resource management, leading to enhanced food security at the household level. A majority of respondents reported increased confidence in agricultural practices, better decision-making, and improved participation in food security discussions, all attributed to literacy programs. Furthermore, a Pearson correlation of 0.721 with a significance value of p = 0.000 indicates a strong, positive relationship between literacy empowerment programs and sustainable food security. The study concluded that literacy empowerment programs play a crucial role in equipping individuals, particularly women, with the skills and knowledge necessary to manage agricultural practices effectively, fostering long-term food security. These findings pointed out the importance of integrating literacy programs into agricultural development strategies to enhance food resilience and sustainability.

Abstract: Despite the introduction of the CBC aimed at enhancing educational outcomes, many schools in Kenya struggle with inadequate classrooms, limited teaching materials, and insufficient outdoor play spaces, which undermine the curriculum’s objectives. The purpose of this study was to assess the level of infrastructure and resource preparedness in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings from the study reveal significant gaps in the infrastructure and resource preparedness for implementing the Competency-Based Curriculum (CB C) in public primary schools in Baringo County. An overwhelming majority of respondents indicated dissatisfaction with the adequacy of infrastructure, including classrooms and laboratories, necessary for effective CBC implementation. A substantial number of teachers reported shortages in essential teaching materials across various subjects, including mathematics, literacy, and creative arts. Additionally, concerns were raised about the insufficient availability of outdoor play spaces and environmental materials. These findings will be useful in addressing the need for improved infrastructure and resource allocation to support the successful adoption and execution of the CBC in the region.

Abstract: Despite the increasing emphasis on integrating ICT in education, many teachers remain inadequately trained to utilize technology effectively in implementing the Competency-Based Curriculum (CBC). This lack of training hinders the use of essential tools in classroom instruction, impacting the quality of teaching and learning outcomes. The purpose of this study was to assess the level of teacher’s ICT competency in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings of the study revealed that there are significant gaps in teachers’ ICT competency in relation to the implementation of the competency-based curriculum (CBC) in primary schools in Baringo County. Most teachers reported insufficient training on ICT facilities necessary for CBC, and many lacked the proficiency to use computers effectively for teaching. Despite some positive feedback on training, the overall ability of teachers to integrate ICT into their classroom practices remains limited. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.