| dc.description.abstract | The drive to access basic education to out-of-school (OOS) children has
preoccupied successive governments in independent Kenya. Despite the efforts,
attaining Education for All (EFA) has remained elusive. The reality of out-ofschool
children prompted individuals or organisations to initiate non formal
education (NFE). Upon recognition of NFE as a viable means of providing
education to the OOS children, the Kenya Institute of Education (KIE) prepared
the Non-formal Basic Education Curriculum (NFBEC) to be used by the NFECs
in Kenya. The purpose of this study was to assess the implementation of the
NFBEC in Nairobi, Mombasa and Kisumu urban centres. Five research objectives
guided the study. The study employed cross sectional survey design. The target
population consisted of 36 directors, 96 teachers, 750 learners and the community
leaders. The study employed purposeful sampling using maximum variation. The
sample size comprised of all the 96 teachers, 36 directors and 420 pupils. Data
was collected by use of questionnaires, interviews, focus group discussions,
lessons observation and document analysis. The analysis was carried out by use of
STATA 11 Special Edition (SE) statistical application, Epi info and Predictive
Analytics SoftWare (PASW). The study revealed that curriculum implementation
was affected by inadequate or lack of training for teachers. Most of the teachers
(52.7%) had not been in-service training on the NFE curriculum. Regression of
teacher characteristics and completion rates revealed that there was a significant
relationship between gender (p = 0/01), age (p = 0.03) and duration at the centre
(p = 0.02) and completion rates. Multiple regressions of selected teacher variables
revealed a correlation coefficient of 0.184 with completion rates. Inadequate
teachers challenged the implementation of NFBEC where majority (74.2%) of the
directors indicated they had inadequate teachers. Linear regression of teaching
methods factor (scheme of work) revealed a correlation coefficient of 0.182. The
study further revealed that learner characteristics such as their attitude negatively
influenced curriculum implementation. There was a significant relationship
between teachers’ rating of learners’ characteristics revealed (p lesser than 0.05).
Community characteristics had a significant relationship completion rates (p =
0.0105). The study recommended that the government should finance NFE
centres. The Ministry of Gender and Social Services and non-governmental
organisations (NGOs) under which these centres are registered should provide
teaching and learning facilities. The study also recommended that Kenya Institute
of Education (KIE) should provide in-service training for teachers so that they are
able to translate and use the NFBE curriculum. The study suggested that a further
study should be conducted to establish how other teacher variables not addressed
in the study, influence curriculum implementation. A study on how other director
variables affect curriculum implementation should be conducted to provide
models which would predict what the directors ought to do to effectively
implement the curriculum. Lastly, considering that this study was conducted in
urban areas, a similar study should be conducted in rural areas to establish what
factors affect curriculum implementation in such areas. | en |
