Incorporating Capacity Building as a Pathway to Environmental Stewardship for Public Schools in Kenya

Charles N. Kariuki; Bessy E. Kathambi; Justus O. Inyega

doi:10.47540/ijsei.v4i1.739

Authors

Charles N. Kariuki Department of Earth and Climate Science, University of Nairobi, Kenya
Bessy E. Kathambi Department of Earth and Climate Science, University of Nairobi, Kenya
Justus O. Inyega Department of Educational Communication, University of Nairobi, Kenya

DOI:

https://doi.org/10.47540/ijsei.v4i1.739

Keywords:

Capacity Building, Environmental Stewardship, Public Schools in Kenya

Abstract

Education has been touted as a major driver toward the achievement of Sustainable Development Goals (SDGs). However, environmental stewardship takes a peripheral position in the pre-service and in-service training of teachers. As a result, most teachers and school heads that are supposed to champion stewardship activities in schools remain poorly equipped to undertake such activities. More so, a review of the literature finds glaring gaps in research in that most studies have only concentrated on student performance, teacher-student ratio, student discipline, etc. This study, therefore, sought to survey to establish the rationale for incorporating capacity building as a pathway to environmental stewardship in public schools in Kenya. The study sampled 260 public school teachers in the Githunguri Sub-county of Kiambu County in Kenya. Data from the teachers was collected using a structured questionnaire while 15 principals were also interviewed. Secondary data was collected through desktop reviews. The study established that the majority of the teachers had neither received pre-service (88.8%) nor in-service (90.4%) training on issues around environmental stewardship. A correlational analysis also established positive linear associations for capacity building, leadership roles, and stewardship activities (R = 0,803) and (R = 0,874) respectively. As a consequence, this hampered stewardship activities in schools within the study locality. For instance, the study established that most of the schools did not have a proper waste management system (88.1%) or even an environmental policy (75%). This study will inspire policy frameworks for future training of teachers to ensure that Kenya meets her SDG targets.

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