| dc.description.abstract | The purpose of this study was to examine the implementation non-formal curriculum
in secondary schools in 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 |
