Factors Influencing Implementation Of Adult Education Curriculum In Imenti North District, Kenya
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The purpose of this study was to examine the factors that influence implementation of adult education curriculum in Imenti North. The objectives of the study were; analyze the extent of availability of instructional resources for facilitators for the implementation of adult education curriculum , investigate adult training methods used by the facilitators in instructing learners in the implementation of adult education curriculum, establish how the language of instruction affects the implementation of adult education curriculum, asses the preparedness of the adult education facilitators on the implementation of adult education curriculum, evaluate the influence of age of the adult education teachers on the learners in adult education curriculum implementation. The study used descriptive survey design to explore the factors. The study used all the 45 operational adult education centres in Imenti North district. Data was collected through the use of three sets of questionnaires which had open and close ended questions from a sample of two hundred and seventy three (273) adult education learners, thirty eight (38) facilitators and three (3) supervisors in all the three divisions of Imenti. Data was analyzed qualitatively and quantitatively using computer package for social sciences (SPSS+PC). The results were presented in form of frequencies and percentages. The study found out that most of the facilitators are qualified to teach adult education learners as they have both academic and professional qualifications. The learning / teaching resources are adequate to meet the demands of the learning centres. Reading materials were found to be adequate, relevant and easy to read by adult learners. It was found out that facilitators engaged learners in the choice of learning experiences and that variety of teaching methods are used to instruct learners. Language of instruction was found to be Kimeru in rural areas while Kiswahili and English are common in urban learning centre. Sometimes facilitators used a mixture of Kiswahili, English and Kimeru. One major recommendation made was that although facilitators are academically and professionally qualified there was need to regularly in-service them to expose them to innovation, current issues and trends in adult education. And a suggestion for further research in other districts on the same top was suggested.