Factors Affecting Curriculum Implementation In Public Primary Schools Among Pastoralist In Drought Prone Areas Suswa Division, Narok County, Kenya

Abstract

The purpose of this study was to investigate factors affecting curriculum implementation in public primary schools among pastoralists in drought-prone areas Suswa division, Narok County. Four objectives were formulated in this study. The first objective was to establish extent to which pupils ‘learning environment affects curriculum implementation in public primary schools among pastoralist in drought prone areas Suswa Division, Narok county Kenya. The second objective was to determine the extent to which teacher mobility affects curriculum implementation in public primary schools among pastoralist in drought prone areas Suswa Division, Narok county Kenya. The third objective was To establish the extent to which adequacy of physical facilities affects curriculum implementation in public primary schools among pastoralist in drought prone areas in Suswa Division, Narok county Kenya. The fourth objective was to examine the extent to which cultural practices affects curriculum implementation in public primary schools among pastoralist in drought prone areas in Suswa Division, Narok county Kenya. The sample size of the study comprised of 6 head teachers and 62 teachers. The study adopted descriptive survey method. The target population consisted of 12 head teachers and124 teachers from public primary schools in Suswa. The instruments used by the researcher were questionnaires and interview guide. Data was gathered and analyzed qualitatively and quantitatively. The finding of the study revealed that formal curriculum implementation in pastoralist areas was affected by the mobility of teachers. The findings also revealed that inadequate physical facilities affect curriculum implementation. It was established that material and facilities were inadequate for effective curriculum implementation. It was revealed that pupils learning environment was affected by poor climatic conditions which interrupted proper implementation of curriculum. It was revealed that cultural practices like FGM and early marriages affect curriculum implementation. The majority of the parents 20 (35 %) had very negative attitude toward formal education. It was also established that the security situation in the area had an impact on environment where 5 (66.7%) of the head teachers said it had great impact. In view of the finding the study recommended that the some measures should be taken to enable girls who have fallen victims of early pregnancies to continue their schooling after delivery. It was also recommended that the government should build boarding schools for pastoralists, children to attend. The researcher suggested further research on the role of parents in enhancing successful implementation of curriculum in pastoralist area, importance of early preparedness in drought and floods stricken areas and implementation of curriculum in public secondary schools.