Factors Influencing The Implementation Of Adult Education Literacy Curriculum In Ndhiwa Sub- County, Homa-Bay County, Kenya

Abstract

The purpose of the study was to investigate factors influencing the implementation of adult education curriculum in Ndhiwa sub-county, Homa- Bay County, Kenya. The study was guided by four objectives which were to determine the influence of methods of instruction, teaching/learning resources, language of instruction and socio-economic status of adult learners on the implementation of adult literacy education curriculum in Ndhiwa Sub- County. The study was conducted using a descriptive survey research design. The target population comprised of 500 adult learners, 28 adult education instructors and one sub County adult and continuing education officer. The study sample comprised of 179 respondents comprising of adult learners, adult educators and sub county education officer. Data collection was done using questionnaires for the adult educators, adult learners and an interview guide for the Sub county adult and continuing education officer. The study established that stories, songs and dance, games and role play were the most used instructional methodologies by adult education instructors. These methodologies were found to influence implementation of the curriculum through stimulation of the adult learners and making learning more interesting. Further findings showed that facilities were not appropriate for use in the adult learning centres and therefore this influenced curriculum implementation negatively. Teacher-learning resources for the adult learners have the highest influence on the implementation of the adult literacy education programmes. The study recommended that teaching-learning resources should be improved. The study also recommended that curriculum developers should in-corporate opinions of adult learners that take into account the socio-economic backgrounds of the learners to ensure that the concepts are not too complex to learners