Abstract: Kenya has been using improved cook stoves (ICS) since the 1980s because of the significant positive health, environmental, economic and social impacts on improving the quality of life. The main objective of this study was to examine how management of improved cook stoves projects could lead to quality of life in Teso-South Sub-County, Busia County in Kenya. It was guided by Human relations theory of management which underlines the art of getting things done through people working together as a unit. This was a descriptive study that employed both qualitative and quantitative research methods. The study sampled 392 respondents and used questionnaire and interview schedules to collect data. The semistructured one-to-one interviews were used to collect qualitative data each lasted for 30-45 minutes with 10 interviewees and 2 Key Informants. Quantitative data were analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS version 23), while qualitative data used content and thematic analysis. The study showed that structure, planning, organising, coordination and controlling of resources was important in ICS projects as illustrated by Fayol in administrative theory of management. The study showed that management of ICS projects positively affected health, environment, education and economic security. The study recommended for improved policy framework at the level of the County government to help in the promotion and coordination of ICS programmes and increased adoption rates for quality of life in Teso South SubCounty in Busia, Kenya.

Received May 14, 2020; Revised March 9, 2021; Accepted March 10, 2021

Abstract: The study investigated how teachers of primary schools implement the curriculum to enhance education for life in Iganga District, Uganda. The study objectives were: to establish the knowledge of implementing an education-for-life oriented curriculum, to examine how the teachers implemented the primary school curriculum to enhance education for life, and to establish the challenges teachers face in implementing the primary school curriculum. The study used a cross sectional survey design with both qualitative and quantitative data collection methods. A total of 64 teachers from private and public primary schools were stratified and randomly sampled for responses. Findings revealed that; education for life is still lacking in primary schools in Iganga District, teachers still implemented curriculum purposely to make learners pass Primary Leaving Examinations (PLE), and the teachers’ ways of teaching, emphasizing pupils’ memorization of content, did not promote skills acquisition in an education-for-life oriented curriculum. The study recommended that all primary school teachers should be involved in the promotion of life skills among pupils, there should be supply of life skills education materials to schools for pupils’ exposure to more life skills activities, and balanced academics with extracurricular activities that are child centred for promotion of life skills.