Perceptions of Teachers Towards The Integration of Adaptation Strategy Topics on Climate Change into Secondary School Agriculture Syllabus on The Strength of Relevance to Teaching Methods in Machakos County, Kenya

Secondary school agriculture syllabus was introduced in Kenya to equip learners with knowledge on the basic principles of farming. In the wake of the last quarter of the 20th Century, climate change became the single most challenge to the Worlds agriculture sector, the developing countries being the most vulnerable. To tackle the phenomena, each country ought to find appropriate solutions to secure its own agricultural production. In Kenya, lack of knowledge on climate change adaptations affects the agriculture syllabus in meeting its objectives, which in turn translates to a shortfall in response to the farmers needs. The problem that the study sought to investigate therefore was lack of empirical data on the perceptions of teachers towards integration of adaptation strategy topics on climate change into secondary school agriculture syllabus on the strength of relevance to teaching methods in Machakoes County. The purpose of the study, therefore, was to investigate the perceptions of teachers towards the integration of adaptation strategy topics on climate change into secondary school agriculture syllabus on the strength of relevancy to teaching methods. The design of the study was descriptive survey research design. The target population was three hundred and fifty (350) agriculture teachers in public secondary schools in Machakos County. A sample of a hundred (100) agriculture teachers was selected through proportionate stratified random sampling technique. A structured questionnaire was used to collect data from the respondents. The objectives of the study were analyzed using frequencies and percentages. The main conclusion drawn from the study is that, the teachers verdict on integration of adaptation strategy sub-topics of climate change into agriculture syllabus with respect to their relevance to available teaching methods confirmed a significant worth to embrace them. The major recommendation drawn from the study was that, the secondary school agriculture education is a precursor to the agriculture sector, as it translates to equipping people with desirable agro-technical skills, knowledge and attitudes that enhance their livelihoods.