Influence of non-governmental organizations Initiatives on curriculum implementation in public Primary schools in Kobama Division, Ndhiwa District, Homa-Bay County, Kenya

Abstract

The purpose of this study was to investigate the role of Non-Governmental Organizations in curriculum implementation in primary school in Kobama division, Ndhiwa district Homa – Bay County. Specifically, the study sought to establish whether NGOs in-service training of teachers influences curriculum implementation; to determine whether NGO’s provision of teaching/learning materials influences curriculum implementation; to establish whether NGO’s coordination and monitoring of education activities influence curriculum implementation and to determine the effects of NGOs support of educational activities influence curriculum implementation. The researcher employed a descriptive survey design since it is the preferred method frequently used for the collection of information on people’s attitudes and opinions. The target population in this study was 30 public primary schools in Kobama division, 240 teachers and 2,600 standard 6 to 8 pupils in public primary schools in Kobama division, Ndhiwa district. The primary research instruments of this study were questionnaires which were in 4 categories. Category one was headteachers, two, the teachers, three pupils and lastly NGO field officers. Schools sampled for the study was visited after obtaining authority from National Council of Science and Technology (NCST) and obtaining permit to warrant research. Appointments were made with the school head teachers. Data was cleared and coded in a code sheet. The data was therefore presented using frequency tables, graphs and percentages. From the tables, graphs and percentages, major findings of the study xii and discussion were made. Data from the open ended questions was analyzed narratively by organizing, data based on themes in the objectives. From the study, there is very little systematic, critical analysis of who is gaining access to education offered by alternative providers, or what they are actually getting access to. Further analysis of alternative provision of education is therefore needed, including the implications for NGO-government coordination. Changing aid modalities have led to greater involvement for non-school providers in policy dialogue, resulting in greater attention to curriculum implementation in national plans. However, recognition remains limited and variable across countries.