| dc.description.abstract | The purpose of the study was to investigate the determinants of curriculum implementation of adult education programmes in Trans-Nzoia West district. Five research questions were fonnulated to guide the study. The study used descriptive survey design. The target population for the study included all the 107 learners, 47 adult education facilitators and 9 adult education officers in Trans Nzoia West district. The sample consisted of 9 Educational Officers, 47 facilitators and 107 adult learners. The questionnaires were used to collect data from the facilitators and learners while interview schedules were used for adult education officers.
Data were analysed both qualitatively and quantitatively. According to the findings, majority of the facilitators had been trained to handle adult education curriculum. The teaching- learning resources were inadequate, the physical facilities were below standards, and the conditions in which some of these facilities were found were wanting; hence a hindrance to effective implementation of the curriculum. The findings established that virtually all the adult education centres had extremely limited teaching- learning facilities, dilapidated classrooms and textbooks were inadequate. However, a variety of teaching methods were applied in adult education programmes and the learning styles applied determined the implementation of adult education curriculum. The findings indicated that there was preference of auditory learning style.
The key recommendation from the study was that there is an urgent need for more allocation of funds by the Government to improve on the facilities and acquisition of teaching learning materials to effectively implement the adult education curriculum. It was also recommended that there was need to have refresher courses for adult education facilitators so as to keep abreast with the changing needs of the learners. Taking the limitations and delimitations of the study, it was suggested that a study on the effect of adult learners' attitudes towards the programme and its effect on curriculum implementation should be conducted. | en_US |
