| dc.description.abstract | This research is designed to identify the extent of secondary school teachers ‘participation in curriculum development in schools in Kajiado North District. Secondary school teachers were the respondents in this research. Education in Kenya is facing challenges, especially with regard to curriculum development. Teachers are principal role-players in the process of addressing these challenges. The question is: Are they allowed to participate in the process, and if they do participate, what is the nature of their involvement? An attempt is made to contribute to this discourse by focusing on what is meant by teacher involvement in curriculum development in the Kenyan educational context. Results of the research project indicated that most teachers were for the most part excluded from participation in curriculum development in formulation and strategic planning and in most cases they are left to implement the curriculum in the classroom situation. Curriculum issues are intended for the benefit of learners and teachers and therefore should involve all stakeholders at the initial stages so as to achieve the intended education objectives. | |
