Factors affecting implementation of Kiswahili curriculum reforms in public secondary schools in Ngong Division, Kajiado District, Kenya
Abstract
This study investigated the factors affecting implementation of Kiswahili
Curriculum reforms in public secondary schools in Ngong Division,
Kajiado District. The new syllabus was introduced in secondary schools
in the year 2003 and saw such changes as the introduction of oral
literature, socio-linguistics, short stories, functional writing, and the new
noun classes among other reforms in the Kiswahili language. The
objectives of the study were to; establish whether the Kiswahili teachers
have clearly understood the reforms in the Kiswahili curriculum,
establish whether the Kiswahili teachers were trained (pre-service and
in-serve training) to competently implement the reforms, to assess
whether there are sufficient resources and facilities to support the
curriculum reform, examine how the attitudes of Kiswahili teachers and
students contribute to the implementation of the Kiswahili curriculum
reforms.
A sample of 16 Kiswahili teachers, 224 Form Three students and 8
heads of language department from Ngong Division participated in this
study. The Kiswahili teachers and students filled in questionnaires that
contained items on the factors that affect implementation of Kiswahili
curriculum reforms and problems which teachers face. The 8 heads of
language departments were interviewed each from the sampled
schools. Frequency tables and the descriptive statistics were used to
analyze and present data.
v
The results indicated that lack of adequate in-service training and
seminars by Kiswahili teachers affected their competence to implement
the curriculum reforms effectively. There were no adequate materials
and resources in schools to implement the reforms in Kiswahili teaching
and learning. The study also revealed that 75% of the Kiswahili
teachers sampled had a negative attitude towards the Kiswahili reforms
and also 69.5% of the students sampled had negative attitude towards
learning Kiswahili as a subject. All these made the implementation of
Kiswahili curriculum reforms difficult contrary to expectations.
It was recommended that Kiswahili teachers should be in-serviced
through seminars and workshops so that they can fully understand and
implement the Kiswahili reforms. It was also recommended that
teacher training colleges should adopt the reforms in their curriculum so
that the graduates are not challenged when implementing the reforms in
secondary schools. Kiswahili set books should not be frequently
changed as teachers needed time to read and internalize them. This
will lighten the burden of parents and schools of purchasing the set
books frequently. It was also recommended that Kiswahili grammar
(Kiswahili Lugha) be separated from Kiswahili Literature (Fasihi) so
that the two are treated as separate subjects to enable the teachers
tackle their areas of specialization and make implementation of the
curriculum reforms sustainable
Citation
Mose, R.M.(2007). Factorsaffectingimplementationof Kiswahili curriculum reforms in public secondary schools in Ngong Division, Kajiado District, KenyaSponsorhip
University of NairobiPublisher
College of Education and External Studies, University of Nairobi
Subject
ImplementationKiswahili Curriculum reforms
Public secondary schools
Ngong Division
Kajiando District
Kenya
Description
Master of Education- Thesis
Collections
- Faculty of Education (FEd) [5973]