Teachers perceptions towards implementation of Basic Adult Education in Mumias District, Western province, Kenya

Abstract

The purpose of this study was to ascertain the teachers and learners perceptions and attitudes towards implementation of Basic Adult Education in Mumias district of Western Kenya. The objectives of the study were: to establish the status of Basic Adult Education in learning centers, to determine the teachers and learners perceptions and attitudes towards implementation of Basic Adult Education, to establish the training levels of Basic Adult Education teachers and assess the extent to which learning resources affect implementation of Basic Adult Education. The study will be significant to basic adult education department and planners in improving the standards of adult education in the country.

The findings might help the government to realize the prime objectives of adult education as stated in Sessional Paper No 1 of 2005. The study adopted descriptive survey design. The study was carried out in government sponsored centers in Mumias district. The study population comprised of 16 teachers,533 learners. Questionnaires, interview schedules, observation, check list and document analysis were the instruments for data collection. Reliability of the instruments was determined by piloting intents in the neighboring Matungu district and validity was enhanced by requesting experts in the area of research methods to examine content validity. Qualitative and quantitative data was analyzed and presented in tables of frequencies, percentages and figures. Key findings revealed that the status of BAE in Mumias district was below the average standards. Centers are not frequently monitored due to many challenges. Learners lacked basic teaching and learning resources. Teachers were lowly paid and this demotivated.

The study recommended that Ministry of Education in conjunction with bath local and international partners need to put BAE literacy into practice. Ministry of Education should step up its budgetary allocation to facilitate staff development and remuneration among Basic Adult Education teachers. Finally, there is a need for more sensitization so as to reach a greater number of Basic Adult Education learners to ease teachers self prescribed roles of sourcing for learners.