THE PERCEPTION OF ADULT LEARNER INSTRUCTORS ON THE INTEGRATION OF REGULAR SECONDARY SCHOOL CURRICULUM IN ADULT EDUCATION IN KENYA

Lombo S. Lombo

Abstract


Curriculum integration usually should provide learners with an opportunity for a holistic acquisition of skills, knowledge and attitudes with no restrictions on subject boundaries and co-curriculum activities. This however may not be the same for Adult and Continuing Education (ACE) which focuses on meeting individual adult needs and integrating adult education in the regular secondary curriculum and may not be forthcoming. ACE is geared towards attaining Vision 2030 of developing the relevant human resource base in Kenya. However, adult learning has faced a myriad of challenges including inadequate instructional materials, inability to balance family and career and the varying perceptions of the instructors on curriculum integration. This paper informed by transformative learning theory sought to assess the perception of adult learner instructors on the integration of regular secondary school curriculum in adult education in Kenya. In order to achieve this objective, data was collected through classroom observations, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the Principal. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. A professional development project for Baraka Adult Learning Center (BALC) instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

 

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adult learning, school dropouts, secondary school, curriculum, integration, instructors

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References


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2677

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