Determinants of curriculum implementation in nonformal schools in Mbooni west district, Makueni County, Kenya

Abstract

This study was an assessment of determinants of curriculum implementation in non-formal schools in Mbooni West District Makueni. Despite the importance of curriculum in both Formal and non-formal schools (NFS) a problem has been noted as far as implementation of the curriculum is concerned. Statistics indicate that only a handful of NFS’s and centers are using the NFE curriculum. The objectives were to establish the adequacy of teachers competency on curriculum implementation, to establish the adequacy of physical facilities on curriculum implementation, to establish the adequacy of resources on the curriculum implementation and to establish the adequacy of community participation on the curriculum implementation. The study adopted a descriptive survey research which involved selecting a sample from the population and on that basis inferences are made about the population from which it is drawn. The population was 800 units and the sample size was 80 participants. A census of head teachers was used while upper and lower class teachers were sampled randomly. The students were chosen using purposive sampling. Specifically, a student representative (head-boy or head-girl) were used purposely because they are expected to be more informed than other students. A student from each school was included in the sample, hence 20 students.This study used a questionnaire for data collection. The specific descriptive statistics to be used included mean scores and percentages frequencies. Results indicated that teacher’s competency affects curriculum implementation. The correlation between teacher’s competency and curriculum implementation was also found to be positive. Results indicate that poor physical facilities lead to low curriculum implementation. Findings show that correlation between curriculum implementation and physical facilities is positive significant. Results indicate that lack of resources especially from the government leads to slow curriculum implementation. Results indicate that lack of community support leads to low curriculum implementation. The correlation between public participation and curriculum implementation is positive. It was concluded that teachers competency on various aspects was found be inadequate. Physical facilities were found to be inadequate. Physical facility was found to significantly influence curriculum implementation. Resources were found to be inadequate. Resources were found to be one of the basic factors that affect curriculum implementation in non-formal schools. Lack of resources has a negative impact on curriculum implementation. It was concluded that community participation in curriculum implementation was inadequate. Community Participation was found to affect curriculum implementation in non-formal schools. The study recommends that the Government should intervene in the process of recruiting teachers and should ensure that qualified teachers are allocated in the Non formal sectors so as to ensure competency which births to curriculum implementation. Resources and funding to Nonformal Schools need to be enhanced. Education financing needs to be given priority as the access to better school facilities may improve the working and learning environment for both teachers and students. The community is called to support curriculum implementation because they have an impact in this area.