Strategies to Mitigate Challenges Facing Students in Selection and Progression in Agriculture Career in Tertiary Institutions of Kenya

The purpose of this study was to evaluate the strategies to be employed to mitigate challenges facing students in selection and progression in agriculture careers in tertiary institutions of Bungoma and Kakamega counties, Kenya. Further, the study formulated a conceptual framework based on the research variables, which also aided the formulation of hypotheses. Using a pragmatic philosophical standpoint as a lens, the study applied convergent design and convergent exploratory strategy for data collection, coupled with mixed methods applying both quantitative and qualitative for triangulation. The data was collected using questionnaires and interview protocols. Due diligence was taken into consideration while collecting and processing data to ensure both the reliability and validity of the study. The study used both descriptive and inferential techniques to analyse the collected data. Thematic analysis was appropriately used to guide and validate the contributions of the study. The greatest challenge to progression was poor Ministry policies on program selection in agriculture subjects in secondary schools of Kakamega and Bungoma Counties. The study revealed that the Ministry of Agriculture could review salary scales and create more job opportunities while the Ministry of Education could make agricultural programs business-oriented and lower entry grades to university or Technical and Vocational Education Training institutions, among other issues. The model coefficient analysis on strategies showed that creating more jobs (β=.221, p<.05), career guiding and counselling (β=.392, p<.05) and provision of scholarships (β=.137, p<.05) were some of the significant strategies to mitigate challenges facing progression in an agricultural career. The findings imply that the mentioned significant strategies are effective in mitigating challenges to progression in agricultural careers. The results obtained should guide efforts for suggesting strategies to promote the career progression of students in agricultural programs in Kenya and inform policymakers on the re-orientation of agriculture education