An investigation of the factors affecting the implementation of the national function literacy curriculum in Meru district

Abstract

This study explores the factors hindering the successful implementation of the Kenya National Functional Literacy Programme in Meru District. Nithi, Tharaka and Tigania Divisions of Meru District were selected for study. A total of 102 literacy learners, 21 literacy teachers and 3 Assistant Adult Education Officers (AAEO's) were interviewed. Three research instruments were used for data collection. The first was an interview schedule for literacy learners while the second and third were questionnaire for literacy teachers and AAEO's respectively. Basic descriptive statistics have been used in data analysis.

The results revealed that the physical facilities used in the programme are borrowed premises. Some of the facilities were quite uncomfortable for use by adults. The availability and suitability of these physical facilities for learning, however, varied according to the social economic status of the community. Literacy teachers have varied educational backgrounds. In general the level of formal schooling of the majority of them is low. Their remuneration is relatively unattractive. The AAEO's are trained P1 teachers who have received several in-service courses in the area of adult education. Low enrolments, lack of training and in servicing of literacy teachers and lack of transport facilities for AAEO's were highlighted as the main problems that affect the implementation of the literacy programme in the district.

In the light of the above findings I have made several recommendations. These include the need for adequate training and competitive remunerations/salaries for literacy teachers; the improvement of the learning environments used by the adult learners; and, more government involvement in the promotion and conduct of the literacy programme, particularly with respect to enrolment.