dc.contributor.author | Koech, Joakim K | |
dc.date.accessioned | 2013-05-03T07:38:51Z | |
dc.date.available | 2013-05-03T07:38:51Z | |
dc.date.issued | 2006 | |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18543 | |
dc.description.abstract | RECOMMENDATIONS
1. NFE should be integrated to formal education system to ensure that there is
parity in the type of basic education provided
2. Ensure there are sufficient funds to support the operations of the centres and
improve on the state of the physical facilities.
3. The Ministry of Education should be involved more in the running of NFE to
ensure quality assessment, proper evaluation and at provide a guideline on the
least acceptable qualification standards for teachers.
4. Proper records of schools offering non-formal education should be established
and availed to the divisional education officers.
This report presents the findings of a study on the quality basic non-formal
education in selected schools of Kasarani division of Nairobi. The study had
following objectives:
• To find out the quality of basic non formal education in reference to availability
of learning materials, content of the syllabus, qualification of teachers teaching
in NFE and whether there are in-service courses and other professional
development programs., time allocated to school time and the language and
methods of teaching used.
• To make recommendations based on the findings of the study on how better to
improve the quality of basic NFE
The data for this research were collected through a variety of instruments like
questionnaires for learners, teachers, and head teachers/managers, observation guide
and an interview schedule for divisional education officer.
The findings of the study revealed that the difference between formal and non-formal
education is insignificant because content and evaluation methods are the
same It was found out too that learners in NFE have the same characteristics with
those in formal schools with majority of the learners in class seven and eight being
in the age bracket of 12-14. The term non-formal is not clear to many because it was
reduced to the 'without uniform' schools.
The study revealed also that, schools offering NFE were owned by communities and
the government had a small role in their supervision. The only tangible support from the government is providing funds to some schools through free primary education
fund and this is not enough to improve the poor physical facilities in most of the
schools
Results of the study also revealed that.55% of the teachers were KCSE certificate
holders and had no professional training in the field of education. The teachers did
not have an avenue to improve their professional development since there are no in service
courses for them. The turnover of teachers was found to be high because of
poor pay and also because most teachers who are young look for better alternatives. | en |
dc.description.sponsorship | University of Nairobi | en |
dc.language.iso | en | en |
dc.subject | Non-formal education (N.F.E.) | en |
dc.subject | Quality education | en |
dc.subject | Survey | en |
dc.subject | Kasarani Division | en |
dc.subject | Nairobi | en |
dc.title | The Quality of Basic Non-Formal Education | en |
dc.title.alternative | A Survey of Selected Schools in Kasarani Division, Nairobi Province | en |
dc.type | Thesis | en |
local.publisher | Department of Educational Administration & Planning, University of Nairobi | en |