EMPOWERING SCHOOL-BASED LEADERSHIP FOR SUSTAINABLE AND INCLUSIVE EDUCATION THROUGH AGROECOLOGICAL INTEGRATION IN KIAMBU COUNTY, KENYA
Keywords:
Educational leadership, agroecology, sustainability, inclusion, Education for Sustainable Development, KenyaAbstract
Abstract
Education for Sustainable Development (ESD) has become a global priority in addressing environmental degradation, food insecurity, climate change, and social exclusion. Within Kenya's Competency-Based Curriculum (CBC), schools are increasingly expected to provide practical, learner-centred approaches that enhance sustainability and inclusion. This study examined the role of school-based leadership in fostering sustainable and inclusive education through agroecological integration at Ruiru Township Secondary School in Kiambu County, Kenya. Guided by Education for Sustainable Development principles and participatory leadership theory, the study adopted a qualitative case study design. Data were collected through semi-structured interviews, focus group discussions, and participatory observations involving learners, teachers, school leaders, and community stakeholders. The findings revealed that visionary and participatory school leadership was instrumental in promoting agroecological practices through resource mobilisation, curriculum integration, stakeholder engagement, and collaborative decision-making. Learners actively participated in vertical gardening, composting, organic farming, and orchard maintenance, leading to enhanced environmental awareness, practical agricultural skills, food security knowledge, and climate resilience. The initiatives also promoted inclusion by providing diverse opportunities for participation among learners with varying interests, abilities, and backgrounds. Despite challenges related to resource limitations and inadequate technical expertise, strong leadership and community partnerships enabled successful implementation. The study concludes that agroecological integration represents a practical and transformative approach to achieving sustainability and inclusion in education. It recommends strengthening leadership capacity, institutionalising agroecology within the curriculum, enhancing teacher training, and developing supportive policy frameworks to promote sustainable educational transformation in Kenya.
Education for Sustainable Development (ESD) has become a global priority in addressing environmental degradation, food insecurity, climate change, and social exclusion. Within Kenya's Competency-Based Curriculum (CBC), schools are increasingly expected to provide practical, learner-centred approaches that enhance sustainability and inclusion. This study examined the role of school-based leadership in fostering sustainable and inclusive education through agroecological integration at Ruiru Township Secondary School in Kiambu County, Kenya. Guided by Education for Sustainable Development principles and participatory leadership theory, the study adopted a qualitative case study design. Data were collected through semi-structured interviews, focus group discussions, and participatory observations involving learners, teachers, school leaders, and community stakeholders. The findings revealed that visionary and participatory school leadership was instrumental in promoting agroecological practices through resource mobilisation, curriculum integration, stakeholder engagement, and collaborative decision-making. Learners actively participated in vertical gardening, composting, organic farming, and orchard maintenance, leading to enhanced environmental awareness, practical agricultural skills, food security knowledge, and climate resilience. The initiatives also promoted inclusion by providing diverse opportunities for participation among learners with varying interests, abilities, and backgrounds. Despite challenges related to resource limitations and inadequate technical expertise, strong leadership and community partnerships enabled successful implementation. The study concludes that agroecological integration represents a practical and transformative approach to achieving sustainability and inclusion in education. It recommends strengthening leadership capacity, institutionalising agroecology within the curriculum, enhancing teacher training, and developing supportive policy frameworks to promote sustainable educational transformation in Kenya.
