Stakeholder Perceptions regarding Learner Participation in Non-formal Curricular Activities in Secondary Schools in Kakamega County, Kenya

This study investigated stakeholder perceptions regarding learner participation in Non-Formal Curriculum Activities (NFCAs) in secondary schools in Kakamega County, Kenya. NFCAs, which include sports, clubs, music, drama, and debates, play a vital role in promoting holistic education by enhancing learners’ physical, emotional, and social development. Despite national education policies advocating for active engagement in such activities, many schools continue to experience low levels of learner participation in NFCAS. The study adopted a descriptive survey design and utilized questionnaires, interviews, and document analysis to collect data from teachers, learners, parents, and school principals. Findings revealed that while stakeholders generally appreciate the value of NFCAs, participation is often hindered by resource constraints, limited time allocation, negative parental attitudes, and weak policy implementation at the school level. The study concludes that strategic interventions—such as capacity building for teachers, increased sensitization of parents, and improved school leadership support—are essential for enhancing learner involvement in NFCAs. Recommendations are offered to have further research combine qualitative and quantitative methods to provide a more comprehensive understanding and to have policymakers consider integrating non-formal curricular activities into the national curriculum framework to promote holistic learning and development across all regions, not just in Kakamega County.