An Assessment of the Challenges facing the Implementation of SMASSE Project Activities in Bomet District, Kenya

Abstract

The Poor performance of students in science subjects (physics, chemistry and biology) in Kenyan secondary schools has been a persistent problem. In an attempt to stop this, the government implemented the SMASSE program in conjunction with JAICA from the government of Japan. The implementation of this program has encountered copious challenges over the years which are threatening its success. Thus, this study aimed to investigate the challenges facing the implementation of SMASSE Project Activities. The study was conducted in Bomet County in Kenya. The target population comprised of all the 121 secondary school head teachers and science teachers in the study area. Out of these, a sample size of 50 respondents was randomly selected from principals and teachers of public secondary schools in the district. The schools were stratified into boys’, girls’ and mixed secondary schools to ensure uniformity. Data was collected from the respondents using structured questionnaires. Data was analyzed descriptively using SPSS. Results were presented in form of frequencies and percentages. The results indicate that 65% of the teachers sampled were not adequately prepared for the program. In addition, 75% of the teachers stated that the boarding facilities during SMASSE were inadequate and of low standards. 70% were of the opinion that catering services offered to them during the training were of low quality. The findings further revealed that 75% of the teachers lacked sufficient time to apply ASEI-PDSI concept in lessons, while 90% stated that heavy teaching load was a challenge. 100% considered low morale among teachers a challenge. 75% of the head teachers agreed that conflict of interest was a major challenge, that is, science and mathematics teachers attend INSET during the holidays while their art-based counterparts were free to attend their personal interests. 90% agreed that another challenge during the implementation of SMASSE was non- collection/non- remittance of SMASSE funds to District Planning Committee (DPC). Finally 75% of the head teachers agreed that high staff turnover and the transfer of trainers to non-curriculum implementing posts challenged the implementation process. The study concluded from the findings that SMASSE project implementation is facing major challenges. The ministry of Education should employ more mathematics and science teachers to address the widespread teachers‟ shortage and in the process deal with some of these challenges. In addition, the negative attitude towards the project can be changed through payment of allowances for those attending the INSET, provide decent boarding and catering facilities during the training. Finally, the principles of SMASSE INSET should be incorporated into the training curriculum of secondary teacher training institutions. This would save on costs and time.