Factors Influencing Implementation of Non formal Education in the Non formal Institutions in the Informal Settlements of Mukuru kwa Njenga; Nairobi, Kenya

Non formal education is seen to be any organized systematic educational activity conducted outside the framework of the official educational system in a given setting, to provide selected types of learning to a particular sub group in the society. Non formal institutions are therefore set up for this purpose. Such facilities have close resemblance to formal schools in that they aim at transmitting the formalized curriculum that finally lead to formal school examination. However, they differ in school practices, management, financing, staffing conditions, registration, operating environments and school structures. This kind of education, which is mainly basic, is a common occurrence in many of areas that are neighboring the major town centres in Kenya, and in most cases the learners here are found to be the slum dwellers. Institutions similar to primary schools and early childhood development education (ECDE) centres are therefore set up. The purpose of this study was to investigate the factors influencing implementation of non formal education in non-formal primary institutions in the informal settlements of Mukuru Kwa Njenga, Nairobi County, Kenya. The objectives of the study were, to determine how the professional and academic qualifications of teachers influence implementation of NFE, to establish how teachers turnover influence implementation of NFE, to determine how teachers attitudes influence implementation of NFE, and to establish whether the physical and teaching and learning resources influence the implementation of NFE. The study was guided by the theory of change, by Lovell & Wiles. The descriptive survey design method was applied in the study. The target population for the study included 20 non formal schools that had presented standard eight pupils for KCPE Examinations in the last five years in Mukuru Kwa Njenga informal settlements. Simple random sampling technique was used to select 19 NFSs, 120 teachers and 256 pupils. All the head teachers of the 19 NFSs also participated in the study. Data was analyzed by the use of descriptive statistics and the findings of the study showed that professional and academic qualifications of teachers positively influenced curriculum implementation in NFE schools. The study also found out that teacher turnover and their attitudes as well as physical and teaching and learning resources influenced implementation of NFE in NF schools. This research also established that the head teachers characteristics, such as internal supervision and professional support to teachers, were perceived to have positive influence on the implementation of NFE. The study recommended that schools serving low income families can add their value through capacity building of their teachers, establishing mobile facilities such as classrooms, and toilets, engaging in income generating activities, economic empowerment of parents, sourcing for scholarships, acquisition of loans and enhancing of school feeding programs. It was also noted that enhancement of internal supervision by head teachers would go a long way to give professional support to teachers. The study suggests further research to be conducted on factors influencing learning achievements in literacy and numeracy skills in non formal schools in Kenya.