RELATIONSHIP BETWEEN TEACHERS’ FACTORS AND LEVEL OF CURRICULUM IMPLEMENTATION IN NON-FORMAL EDUCATION INSTITUTIONS IN NAIROBI COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v12i12.6362Keywords:
teachers’ factors, curriculum implementation, non-formal education, institutionsAbstract
Effective curriculum implementation depends on internal institutional factors. This study aimed to assess the relationship between teachers’ factors on the level of curriculum implementation in non-formal education institutions. This study employed Knowles’s theory of andragogy. The study used a descriptive research design. The target population in this study comprised 178 learning institutions, 2,200 youths and adults, 90 teachers and 120 managers/heads of non-formal education institutions in Nairobi County. The sample size for the study was 327 learners and 90 instructors/teachers. Sixteen managers were included as key informants for the study. The study adopted a questionnaire for learners and teachers/instructors and an interview schedule for managers. An observation schedule was used to check on the facilities in the non-formal education institutions. The study conducted a pilot study to pre-test the research instruments to ascertain their reliability and validity. The relationship between the dependent and independent variables was tested using the Chi-Square test for independence. On the relationship between teacher factors and curriculum implementation, the findings show that training/qualification of teachers (X_(df=6)^2=16.188; p-value=0.013), number of teachers (X_(df=6)^2=32.303; p-value<0.0001), teachers’ ability (X_(df=6)^2=20.471; p-value=0.002), interaction at classroom level (X_(df=6)^2=23.789; p-value=0.001), teachers’ attitude (X_(df=8)^2=75.653; p-value<0.0001) and turnover of teachers (X_(df=8)^2=53.050; p-value<0.0001) have a significant relationship with curriculum implementation. The study recommends that the Ministry of Education and relevant stakeholders should establish targeted training and professional development programs for teachers in NFE institutions, with emphasis on pedagogical methods suitable for out-of-school learners.
Article visualizations:
References
Agugoesi, O. J., Inweregbuh, O. C., Mbonu-Adigwe, B., & Ofot, O. N. (2022). Evaluation of Teachers' Implementation of Curriculum Content Areas in Junior Secondary Schools' Science Subject. International Journal of Curriculum and Instruction, 14(2), 1189-1203. Retrieved from https://www.researchgate.net/publication/358970014_Evaluation_of_teachers'_implementation_of_curriculum_content_areas_in_junior_secondary_schools
Ahmad, I. (2022). The Role of NGOs in Pakistani Education. Journal of Education and Finance Review, 1(1), 12-21. https://doi.org/10.62843/jefr/2022.4097302
Al-Fuwaires, D. A. (2011). A non-formal education classroom model for rural Kenya. (Doctoral dissertation) Purdue University. Retrieved from https://docs.lib.purdue.edu/dissertations/AAI1501152/
Aluvisia, A. L. (2016). Factors influencing participation of learners in adult literacy programmes in Kakamega central sub-county, Kenya (Doctoral dissertation, University of Nairobi). Retrieved from https://erepository.uonbi.ac.ke/bitstream/handle/11295/97268/ALUVISIA%20ALBERT%20LIKONO%20PROJECT%201ST%20AUGUST.pdf?sequence=1
Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers' enthusiasm and humor and its lagged relationships with students' enjoyment and boredom. A latent trait-state-approach. Learning and Instruction, 81. https://doi.org/10.1016/j.learninstruc.2021.101579
Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons. Retrieved from https://eric.ed.gov/?id=ED605702
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and instruction, 66. https://doi.org/10.1016/j.learninstruc.2019.101302
Chulu, C. (2022). Assessing challenges faced by upgraded rural secondary schools in implementing the vocational career pathway in the 2013 revised curriculum in Kabompo district, Zambia (Doctoral dissertation, The University of Zambia). Retrieved from https://dspace.unza.zm/items/d0ff45c6-cbac-44ca-b0d4-44a4df2416c1
De Paepe, L., Zhu, C., & Depryck, K. (2019). Development and implementation of online Dutch L2 courses in adult education: educators’ and providers’ perceptions of constraints and critical success factors. Innovation in Language Learning and Teaching, 13(3), 277-291. https://doi.org/10.1080/17501229.2018.1462369
Doyle, T. (2023). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis. https://doi.org/10.4324/9781003445067
Elihami, E., & Ibrahim, I. (2019). Teaching to Variation in Learning for Non-Formal Education Department. Jurnal edukasi nonformal, 1(1), 29-40. Retrieved from https://download.garuda.kemdikbud.go.id/article.php?article=1500390&val=17885&title=TEACHING%20TO%20VARIATION%20IN%20LEARNING%20FOR%20NON%20FORMAL%20EDUCATION%20DEPARTMENT
Handa, S., Pineda, H., Esquivel, Y., Lopez, B., Gurdian, N. V., & Regalia, F. (2009). Non-formal basic education as a development priority: Evidence from Nicaragua. Economics of Education Review, 28(4), 512-522. https://doi.org/10.1016/j.econedurev.2009.01.001
Irima, F. K. (2023). Institutional Factors Influencing Implementation of Adult and Continuing Education in Adult Education Centers in Imenti North Sub-county, Meru, Kenya. (Doctoral dissertation, University of Nairobi). Retrieved from https://erepository.uonbi.ac.ke/bitstream/handle/11295/164701/Irima%20F_Institutional%20Factors%20Influencing%20Implementation%20of%20Adult%20and%20Continuing%20Education%20in%20Adult%20Education%20Centers%20in%20Imenti%20North%20Sub-county%2C%20Meru%2C%20Kenya.pdf?sequence=1&isAllowed=y
Lambert, K., & Penney, D. (2020). Curriculum interpretation and policy enactment in health and physical education: Researching teacher educators as policy actors. Sport, Education and Society, 25(4), 378-394. https://doi.org/10.1080/13573322.2019.1613636
Lanyasunya, R. (2024). Policy interventions and educational viability: Evaluating government support for Alternative Approaches to Basic Education in Samburu County, Kenya. Journal of Policy and Development Studies (JPDS), 3(1), 78-90. https://doi.org/10.51317/jpds.v3i1.671
Lawn, M., & Ozga, J. (2021). The educational worker? A re-assessment of teachers. In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols (pp. Vol218-42). Routledge. Retrieved from https://www.researchgate.net/publication/367275523_The_Educational_Worker_A_Re-assessment_of_Teachers
Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education, 71(5), 537-550. https://doi.org/10.1177/0022487119886290
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2024936
Mbilu, E. M. (2019). Non-Formal Education and Quality Basic Education for All in Tanzania: A study of the Effectiveness of Non-Formal Education Programs for Children of School-going Age in Korogwe District (Master's thesis).
Ministry of Education [MoE] Kenya. (2020). Education sector report 2020/21. Nairobi: Government Printer.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological bulletin, 137(2), 267. Retrieved from https://doi.org/10.1037/a0021890
Moore, N., Coldwell, M., & Perry, E. (2023). Exploring the role of curriculum materials in teacher professional development. In Non-Linear Perspectives on Teacher Development (pp. 135-151). Routledge. https://doi.org/10.1080/19415257.2021.1879230
Mubashar, R., Hashmi, A., & Altaf, F. (2020). Factors affecting teachers’ practices in the implementation of early childhood care and education curriculum in public schools. Global Social Sciences Review, 1, 623-632. http://dx.doi.org/10.31703/gssr.2020(V-I).62
Muiru, J., & Mukuria, G. (2005). Barriers to participation in adult literacy programs in Kenya. Adult Basic Education, 15(2), 85. Retrieved from https://www.researchgate.net/publication/234666291_Barriers_to_Participation_in_Adult_Literacy_Programs_in_Kenya
Nyagah, G., & Gathumbi, A. (2017). Influence of teacher characteristics on the implementation of non-formal basic education curriculum at the non-formal education centres in Nairobi, Mombasa and Kisumu Cities, Kenya. International Journal of Education and Research, 5(1), 207-221. Retrieved from https://www.academia.edu/101586204/INFLUENCE_OF_TEACHER_CHARACTERISTICS_ON_THE_IMPLEMENTATION_OF_NON_FORMAL_BASIC_EDUCATION_CURRICULUM_AT_THE_NON_FORMAL_EDUCATION_CENTRES_IN_NAIROBI_MOMBASA_AND_KISUMU_CITIES_KENYA_By
Ohashi, C., & Abid, A. H. (2019). Equivalent to formal education or rethinking education through a lens of non-formal education: Case studies of equivalency programs in Asia. In Cross-bordering dynamics in education and lifelong learning (pp. 30-47). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780429276460-3/equivalent-formal-education-rethinking-education-lens-non-formal-education-chiho-ohashi-abid-hussain-abid
Okemwa, J. M. (2012). Factors influencing implementation of post-literacy programme in Kenya: The case of adult education centers in Homa Bay District (Doctoral dissertation, University of Nairobi). Retrieved from https://erepository.uonbi.ac.ke/bitstream/handle/11295/11161/Okemwa_Factors%20Influencing%20Implementation%20of%20Post%20Literacy%20Programme%20in%20Kenya%20the%20Case%20of%20Adult%20Education%20Centres%20in%20Homa%20Bay%20District..pdf?sequence=1
Osakwe, G. N. (2020). Exploring students' conceptualisations of technology through their experiences of it (in and out of school) (Doctoral dissertation, University of Leeds). Retrieved from https://doi.org/10.1016/j.ssaho.2024.100870
Pabriaga, L. R. (2025). Critical factors on the implementation of school programs. World Journal of Advanced Research and Reviews, 26(1), 1838-1856. https://doi.org/10.30574/wjarr.2025.26.1.1207
Poole, N., Álvarez, F., Penagos, N., & Vázquez, R. (2013). Education for all and for what? Life‐skills and livelihoods in rural communities. Journal of Agribusiness in Developing and Emerging Economies, 3(1), 64-78. Retrieved from https://doi.org/10.1108/20440831311321656
Poulton, P. (2020). Teacher agency in curriculum reform: The role of assessment in enabling and constraining primary teachers’ agency. Curriculum Perspectives, 40(1), 35-48. https://doi.org/10.1007/s41297-020-00100-w
Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2236-2246. https://doi.org/10.52131/pjhss.2023.1102.0522
Regel, I. J., & Pilz, M. (2019). Informal learning and skill formation within the Indian informal tailoring sector. International Journal of Training Research, 17(2), 140-156. https://doi.org/10.1080/14480220.2019.1624350
Simac, J., Marcus, R., & Harper, C. (2021). Does non-formal education have lasting effects?. Compare: A Journal of Comparative and International Education, 51(5), 706-724. https://doi.org/10.1080/03057925.2019.1669011
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. https://doi.org/10.13189/ujer.2020.080829
Team, K. C. (2008). The development and state of the art of adult learning and education (ALE) national report of Kenya. In Proceedings from: National faith-based organizations seminar on mobilizing for literacy. Nairobi, Kenya. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000214250
Wang, J., Tigelaar, D. E., Luo, J., & Admiraal, W. (2022). Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers & Education, 183. https://doi.org/10.1016/j.compedu.2022.104501
Yasunaga, M. (2014). Non-formal education as a means to meet the learning needs of out-of-school children and adolescents. Montreal: UNESCO Institute for Statistics. Retrieved from https://policytoolbox.iiep.unesco.org/library/2TI227B4
Yusuf, M. A., & Tsagem, S. Y. (2022). Empowering Street Children in Nigeria: Non-Formal Education and Counselling Potentials. Sokoto Educational Review, 21(1), 54-65. https://doi.org/10.35386/ser.v21i1.470
Zachary, L. J., & Fain, L. Z. (2022). The mentor's guide: Facilitating effective learning relationships. John Wiley & Sons. Retrieved from https://books.google.ro/books/about/The_Mentor_s_Guide.html?id=mQ8Dv_tRPt0C&redir_esc=y
Zhan, Z., Wu, Q., Lin, Z., & Cai, J. (2021). Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis. Australasian Journal of Educational Technology, 37(2), 96-109. Retrieved from https://eric.ed.gov/?q=talk&ff1=locChina&id=EJ1303816
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
