Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
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Date
2010-07Author
Ziganyu, Julliah K
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The society is dynamic. As the society changes variables such as wealth creation, technology
innovation, political emancipation and social structures also change with it. This has forced the
Kenyan government to develop a subsidized education system commonly referred to as Free
Primary and Free Day Secondary Education. The history of education in Kenya can be traced to
1963 when the country got its independence from the British colonial rule. By this time the
country promised free education to its people. This promise did not take effect until 2003 when
Free Primary Education started. [Kenya Economic Recovery Report (KERR) 2005]. The reason
the Government did not make education free earlier was due to the fact that the economy was
low however the number of people in a household has kept on increasing. Citizens were expected
to produce to the education fund by paying fees, taxes and labor services. The main objective of
this study was to establish the factors affecting curriculum implementation in secondary schools
in Kenya. This research was conducted in Kakamega South District of Kakamega County. The
research focused on secondary schools located in the rural areas of the district. Officers at the
district education office were also included in the study. The study was set to find out the impact
of government education policies on curriculum implementation with a focus on recruitment of
teachers and quality assurance in secondary schools in Kenya. The challenges schools face in
implementation of these policies were also established. A total sample of thirteen schools were
selected using the stratified random sampling method. Data collection was done by the
researcher through interviews of 13 Principals in the sampled schools and 3 Officers in the
education office administered with the use of interview guide. Additional data was collected by
use of questionnaires administered to 75 teachers and 174 students randomly selected in the
sampled schools. The general observation made was under staffing was the main challenge
affecting curriculum implementation. In servicing of teachers was lacking. Most schools had a
number of teachers employed on B.O.M. The distribution of teachers in the district is not even.
Parents and the general community support on matters regarding the curriculum implementation
was minimal. Most schools experience inadequate facilities and infrastructure. It was also
established that drug and substance/alcohol abuse affected teaching. Teaching and learning
resources were not sufficient to have effective curriculum implementation. The study
recommended that the TSC should address critical understaffing in schools. In servicing of
teachers should be done in a properly organized manner especially in non-science subjects. There
is need for all stakeholders to support the government effort in provision of basic infrastructure
especially in upcoming schools. The community should also be educated on the need to invest in
education in totality. The government should also embrace timely disbursement of FDSE funds.
Subject
Curriculum implementationCollections
- Faculty of Education (FEd) [5980]