|dc.description.abstract||According to 1999 Population and Housing Census, an estimated 4.2 million adults in Kenya were illiterate, 60% being women. According to vision 2030, Kenya aims at achieving 80% adult literacy in order to transit the country to a middle level economy. This study investigates the determinants of access and effective participation of Adult Basic Education Programmes in Nakuru-North District, Nakuru County, from independence to 2014. This study area has been experiencing poor participation in terms of low attendance, access, and high drop-out rates. The study was guided by the Human Capital Theory based on the work of Schultz 1971), Sakamata and Power (1975) that justifies substantial expenditure on education in order to improve production capacity of the population of any given country.The objectives of the study were; to summarize Kenya Government Policy on ABE programmes since independence; to identify factors that have influenced access and participation in ABE programmes in Nakuru North District since independence; to establish trends in participation in ABE programmes in Nakuru North District and to suggest intervention measures to improve access and participation in ABE programmes in Nakuru North District.
The target population was 100 adult learners, 20 adult teachers and two adult education officers. The sample size was 60 adult learners,6 adult learners selected from every ABE centre, 10 adult teachers, one teacher from ever centre and one District Adult and Continuing Education Officer. From the Sub-County office. The descriptive method of research was used. Data was collected by use of questionnaires, face to face interviews and personal observation schedule. The findings were analyzed using descriptive method. It was presented using frequency tables, graphs and percentages. The major findings were: there is gender disparity in terms of teachers and learners ratio in favour of the female gender; all teachers are professionally qualified; over 80% of the learners were almost illiterate when they enrolled; 60% of the teachers were on permanent employment and teachers are over worked and underpaid; most of the lessons are conducted in churches; learners with special needs are not facilitated at all in the area of study among others. The study recommends the government to employ more teachers; promote learners to post-literacy level once they complete the basic levels; start more ABE centres to make progamme visible and accessible to many learners; revive dead centres by sending teachers; allocate more funds to the programme; involve other stakeholders to fund the programme among others.||en_US