Trends in Progression in Agriculture Career Among Students in Tertiary Institutions of Kakamega and Bungoma Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018), and the average difference between the two was significant (t (5) = 18.978, p < 0.05). The total Kenya Certificate of Secondary Education (KCSE) agriculture enrolment in Bungoma and Bungoma agriculture progression to the universities in Kenya scores were weakly and positively correlated (r = 0.384, p = 0.453). while the average difference between the two is significant (t (5) = 14.095, p < 0.05). A weak but positive relationship existed between the total KCSE agriculture enrolment in Kakamega and the Kakamega agriculture progression to universities in Kenya scores (r = 0.154, p = 0.771). There is a significant difference between the two (t (5) = 17.825, p < 0.05). The results should inform policymakers and guide efforts toward the career progression of students in agriculture education.