Abstract:
Effective curriculum implementation depends on internal institutional factors. This study
aimed to of curriculum
implementation in nontheory 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 ( ; p-value=0.013), number of
teachers ( ; p- ; pvalue=0.002), interaction at classroom level ( ; pattitude ( ; p-value<0.0001) and turnover of teachers ( ; pvalue<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.
