Strategies to mitigate challenges facing students in selection and progression in agriculture career in tertiary institutions of Kenya

Abstract

The purpose of this study was to evaluate the strategies to be employed to mitigate challenges facing students in selection and progression in agriculture careers in tertiary institutions of Bungoma and Kakamega counties, Kenya. Founded on the Occupation Choice Theory and Social Cognitive Career Theory (SCCT), the study employed a descriptive research design for data collection, coupled with mixed methods applying both quantitative and qualitative approaches for better triangulation of the findings. The study population from two counties comprised 694 university undergraduate students enrolled in agriculture programmes and 3855 technical and vocational training students enrolled for agricultural programmes. Purposive sampling was used to select Bungoma and Kakamega counties. Tertiary institutions were then selected by census method since all could be accessed to participate in the study. The data was collected using questionnaires, interview guides, focus group discussions and interview protocols. Due diligence was taken into consideration while collecting and processing data to ensure both reliability and validity of the study. The study used both descriptive and inferential techniques to analyse the collected data. Thematic analysis was appropriately used to guide and validate the contributions of the study. The greatest challenge to progression was poor ministry policies on programme selection in agriculture subjects in secondary schools of Kakamega and Bungoma Counties. The study revealed that the ministry of agriculture could review salary scales and create more job opportunities, while the ministry of education could make agricultural programmes business-orientated and lower entry grades to university or technical and vocational education training institutions, among other issues. The summary model significant test shows that the strategies mentioned accounted for 27.9% variance in mitigating challenges, R²=.279, F (4, 359) = 34.782, p < .05. This implies that the strategies mentioned can significantly mitigate the challenges to selection and progression in agricultural programmes. The model coefficient analysis on strategies showed that creating more jobs (β=.221, p<.05), career guiding and counselling (β=.392, p<.05) and provision of scholarships (β=.137, p<.05) were some of the significant strategies to mitigate challenges facing progression in agricultural careers. The finding implies that the mentioned significant strategies are effective to mitigate challenges to progression in an agricultural career. The results obtained should guide effort for suggesting strategies to promote career progression of students in agricultural programmes in Kenya and inform policymakers on reorientation of agriculture education.