The Status of Implementation of Non-Formal Curricular (NFC) in Secondary Schools in Kakamega County, Kenya

Abisaki Aono Oloo; Elizabeth Abenga; Eric Wangila

doi:10.51867/ajernet.5.2.3

Authors

Abisaki Aono Oloo
abisakioloo@gmail.com
PhD Candidate, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-0788-2670
Prof. Elizabeth Abenga Lecturer, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-1698-6404
Dr. Eric Wangila Lecturer, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0009-0007-3583-8590

Keywords:

Curriculum Implementation, Non-Formal Curriculum (NFC), Non-Formal Curriculum Activities (NFCAs), Resources, Secondary Schools

Abstract

The study sought to find out about the status of the implementation of the non-formal curriculum in secondary schools in Kakamega County, Kenya. It employed a descriptive survey design. A total of 2550 respondents were involved, segregated as 1935 learners, 430 teachers, 43 Non-Formal Curriculum Activities (NFCAs) departmental heads, 43 principals, 86 parents, and 13 Quality Assurance and Standards Officers (QASOs). Questionnaires were used to collect quantitative data, while structured interviews, document analysis, and observations were employed to collect qualitative data. The Statistical Package for Social Sciences (SPSS) was used to generate analyses for the quantitative data using frequencies, means, modes, and standard deviations tables that displayed the distribution of observations against the options provided on different variables, including the display of their deviations from the mean value. Narratives were used to describe the qualitative data. From the analysis, it was discovered that finances for NFCAs were insufficient and disbursement of the same to schools was delayed. NFCAs offered in schools could not fully support the large learner populations, and schools lacked sufficient orientation programmes for new learners. The existing policies on the implementation of the NFC did not give schools clear directions for engagement in NFCAs. The study therefore recommends that, to improve learner involvement in NFCAs, the government should increase the allocation of funds and improve the timing of disbursement. Schools should consider introducing a wide range of NFCAs and also advocate for the development of a clearer and more comprehensive policy for the implementation of the NFC.

Dimensions

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