RELATIONSHIP BETWEEN INSTITUTIONAL FACTORS AND THE LEVEL OF CURRICULUM IMPLEMENTATION FOR LEARNERS IN NON- FORMAL EDUCATION CENTRES IN NAIROBI COUNTY, KENYA

Abstract

The successful execution of a curriculum is significantly influenced by institutional elements. This research aimed to determine the connection between institutional elements and the extent of curriculum implementation for out-of-school learners in non-formal education (NFE) institutions within Nairobi County, Kenya. The research was directed by four distinct goals: to evaluate the connection between the traits of out-of-school learners and curriculum execution; to identify the link between teaching/learning materials and curriculum execution; to analyze the correlation between supervision levels and curriculum execution; and to investigate the relationship between teacher-related elements and curriculum execution in non-formal education institutions. The research was based on Knowles’s Theory of Andragogy and utilized a descriptive research design. The focus group included 178 non-formal education organizations, 2,200 learners of all ages, 90 instructors, and 120 institutional administrators. Snowball sampling and census sampling were employed to choose 327 students, guaranteeing representation from different centers. A total of 90 teachers and 120 managers were included using census sampling. Data were gathered through questionnaires for students and instructors, an interview guide for administrators, and an observation checklist to evaluate the extent of curriculum execution. A trial test was performed to verify and confirm the dependability of the tools. Quantitative data were assessed through descriptive statistics (frequencies, percentages, and central tendency measures), and the Chi-square test was utilized to investigate relationships among variables. Qualitative data were analyzed thematically. Findings revealed that learner characteristics specifically age (X²(df=12)=27.086; p=0.008) and marital status (X²(df=2)=7.181; p=0.028) significantly influenced curriculum implementation. Teaching/learning resources, including classroom facilities (p=0.015), staffrooms/offices (p=0.006), laboratories/workshops (p<0.0001), libraries (p<0.0001), and playgrounds (p<0.0001), had a statistically significant impact on curriculum implementation. Supervision by government officials (p<0.0001), sponsors (p<0.0001), and overall institutional supervision (p=0.014) also significantly influenced implementation levels. Teacher-related factors training and qualifications (p=0.013), number of teachers (p<0.0001), teaching ability (p=0.002), classroom interaction (p=0.001), teachers’ attitudes (p<0.0001), and teacher turnover (p<0.0001) were found to be significantly associated with curriculum implementation. The study concludes that institutional factors play a critical role in shaping curriculum implementation outcomes in NFE settings. It recommends that policymakers and stakeholders develop flexible, inclusive learning strategies that accommodate diverse learner characteristics; invest in adequate teaching/learning resources and infrastructure; and strengthen supervision mechanisms. Further, targeted teacher training, professional development programmes, and teacher retention strategies should be prioritized. Potential beneficiaries of the study include curriculum developers, NFE policymakers, educational planners, teachers, managers, NGOs supporting NFE programmes, and learners themselves. The study also recommends future research to explore gender-related barriers affecting female learners' participation and retention in NFE institutions.