| dc.description.abstract | The purpose of this study was to investigate factors that influence the implementation of adult education curriculum in Nairobi West District. This was in line with the objectives. The data was collected from 54 adult education facilitators using questionnaires while an interview schedule was used to obtain detailed information from the Assistant Adult Education Officers for Kibera, Westlands and Dagoretti. No sampling was done and all designated respondents were used for the study.
The study used the survey research design to explore the relationship between variables such as: availability of teaching learning resources, academic and professional qualifications of the facilitators as well as teaching methods used for the implementation of adult education curriculum. This design was suitable for this study because it was used to explore and evaluate in details the factors that influence implementation of adult education curriculum. 54 questionnaires were given out and 50 returned; hence a return rate of 92.6%. Pretesting of the research instrument was done in 2 centres involving 5 facilitators.
The questionnaire was validated through a pilot study and by lecturers from the Department of Educational Administration and Planning. Reliability of the instrument was assessed using the test-retest method. The data collected was analysed using Statistical Package for Social Sciences (SPSS) Program. Data presentation format used frequency tables, percentages, bar graphs, pie charts and narration.
The study found that most of the adult education institutions did not have basic education resources required by adult learners. A clear system which the government would use in the provision of teaching/learning resources for the adult education programme was lacking. Furthermore some facilitators were totally ignorant of the role played by adult education department in providing resources.
Findings on teaching methods used showed 94% respondents stating that some teaching methods were better and more effective for adult learners than others. This was due to the special characteristics of adult learners which included but not limited to short concentration span, rapid loss of interest and a great desire to be involved in practical aspect of lessons. Facilitators pointed out that the language in printed materials used by learners was difficult to understand. The facilitators suggested that text books and primers for adult learners use language that was based on learners' education level and ability. They further suggested that languages other than Kiswahili and English needed to be considered.
On the issue of qualifications, it emerged that 50% of the facilitators possessed Kenya Certificate of Adult Education (KACE) and 16% were in possession of Diploma in Adult Education (DAE). Further more 36% of the facilitators had been in the profession for more than 20 years and hence, had a rich experience in teaching adults. Some of the recommendations made by the researcher among others included: availing teaching/learning materials in enough quantities and on a regular basis by designated officers. Primers, textbooks be published in local languages. Another important recommendation was the need to put in place a scheme of service for adult education facilitators to avoid stagnation in one job group for too long. | en_US |
