Audi et al
Greener Journal of Education and Training Studies Vol. 2 (3), pp. 058-063, July 2014.
Manuscript Number: 111813967
Evaluation of Facilitators’ Skills in Assessing the Achievement of in Literacy Programme in Vihiga
*1Audi Oluoch, 2Ayodo T.M.O., 3Simatwa Enose and
1Department of Education Foundation and Management, Maseno University, P.O. Box 42264 Code 00100 NAIROBI, Kenya.
2Faculty of Education, Theology and Arts, Kabarak University, Kenya.
3Department of Education Foundation and Management, Maseno University.
4Faculty of Education, Maseno University, Kenya.
*Corresponding Author’s Email: firstname.lastname@example.org
Participation in education and learning processes like in the adult literacy programme helps learners to acquire skills and knowledge that facilitate community development including mitigation and adaptation to climate change. A study conducted in Vihiga County, Kenya therefore tried to assess whether the methods of evaluating the learners’ achievement were adequate in establishing the impact of the programme. The study established that the programme faced a number of problems, owing to the inadequate capacity of the facilitators. The method in the evaluation may therefore not help in establishing the actual impact of the programme on learners’ lives and how they used the skills acquired to mitigate and adapt to climate change.
Keywords: Evaluaion, achievements, literacy, programme, climate change, facilitators.
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