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Martha K Nyang'au
Washington A. Ochola
Samson N. Maobe


Secondary school agriculture is meant among other benefits to prepare the out of school youth in attaining self-reliance using vocational skills gained, in the post-schooling period as they transition to adulthood. A study was done to determine the reflection of out of school youth on participation in decision-making on the implementation of the programme in an effort to establish measures to improve its outcomes. In the feedback, the out-of-school youth rated their level of participation in decision making on implementation at a mean score of 6 out of 10 indicating that there is still room for improvement. There was a non-significant difference between male and female out-of-school youth (t = 1.970, p > 0.05) in decision making on implementation. There were significant differences (F = 6.486, p < 0.01) amongst out-of-school youth on the level of participation in decision making on implementation as a result of the diversity of school category attended and background of parents’ land size (F = 7.527, p < 0.01). Youth participation in decision-making on implementation increased with parents’ land size in the range 0 to 4 acres, with those from 10 acres and more not conforming to the trend. The out-of-school youth rated as very important the five strategies proposed to enhance their engagement in decision making on implementation. The strategies 4 and 6 were ranked more significantly very important thereby standing out from the rest. Strategy 4, states that if school administration could listen to the voices of youth it will build confidence for free discussions on the challenges faced in implementation. Strategy 6 advocates for the inclusion of youth in decision-making on the use of the school farm to enable them air their views on its proper utilization as a training facility rather than being used to administer punishment to errant students. There was a strong positive correlation between the level of participation in decision-making and the level of implementation of the school agriculture curriculum. The high rating of strategies proposed suggests the need to address the pertinent issues in them so as to enhance the participation of youth in decision-making on implementation for improved outcomes. Thus, the inclusion of feedback from the out-of-school youth and elements of the strategies developed in the review and implementation of the school agriculture programme would improve its effectiveness in attaining intended objectives.

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