Perceptions of Teachers towards Integration of Adaption Strategy Topics on Climate Change into Secondary School Agriculture Syllabus on the Strength of Relevance to Teaching Resources 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 20^th Century, climate change became the single most challenge to the Worlds agriculture sector, 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 poses incredibility to the entire agriculture syllabus on the strength the content, teaching resources and methodologies. The problem that the study sought to investigate therefore is 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 resources. 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 resources in Machakos County. 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 objective of the study was analyzed using frequencies and percentages. The major finding of the study indicated that, an overwhelming majority of the respondents agreed to the proposal that the topic befits facilitation using the available agriculture teaching resources. The main conclusion drawn from the study is that, the teacher’s verdict on integration of adaptation strategy sub-topics of climate change into agriculture syllabus with respect to their relevancy to available teaching resources 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.