| dc.description.abstract | The purpose of this study was to assess the implementation the non-formal
curriculum in secondary schools in Kakamega County,Kenya. Specifically, the study
sought to assess the status of implementation of the Non-Formal Curriculum (NFC)
in secondary schools , analyse the availability of resources that support participation
in Non-Formal Curricular Activities (NFCAs) , explore the perceptions of
stakeholders on learner participation in NFCAs and design a model of implementation
of NFC in Secondary Schools . The study was predicated upon the Social System
Theory, and employed a descriptive survey design. It drew from Gays’ (2006) 10%
sample size from a total population of 412 schools in Kakamega County. Participants
included 1935 learners, 430 teachers, 43 Heads of Department of NFCAs, 43
Principals, 86 parents and 13 SQASOs. To generate quantitative data, questionnaires
were used and for qualitative data, structured interviews, document analysis and
observations were utilized. Quantitative data was analysed through the Statistical
Package for Social Sciences (SPSS) Version 20 and results presented through
frequencies, the mean, mode, percentages and standard deviations and qualitative data
was presented in narrative form. The study found that there was implementation of
NFC in secondary schools with schools offering from very limited NFCAs to a
variety of NFCAs. It also found that resources for implementation of non-formal
curriculum activities were inadequate owing to limited funding and the large
populations of learners in schools. NFCAs were scheduled in the school routine but
follow-ups mechanisms were poor and so the time allocated for NFCAs was not spent
on the activities. Majority of the learners participated in NFCAs only at the school
level. Schools were keener on competitive participation and this involved only small
percentages of learners . Some learners did not participate in NFCAs in their entire
school life because they pursued academic excellence alone. The study also drew a
model that would guide the implementation of NFC. The study thus recommends that:
school administrators should in liaison with relevant stakeholders build on the
existing policy to guide learners on participation in NFC activities; schools create and
maintain schemes for rewarding learners and teachers who excel in NFCAs; the
government should also improve on provision of funds and ensure that disbursement
of funds is timely to enable acquisition of resources, infrastructure and supplies that
will enhance learner participation in NFCAs. The time scheduled for NFCAs should
be utilized for the purpose it is meant for and that teachers should be assigned the
task of supervision of NFCAs for effective implementation of NFC . | en_US |
