Secondary School Curriculum in The First Decade of Independence in Kenya: A Case of Friend’s School Kamusinga

Abstract

The Ominde Education Reports (1964) commissioned in the first decade of independence in Kenya provide important policy direction on educational developments at the secondary school level yet scholarly historical accounts on this phenomenon are scanty. This paper explores the implementation of the secondary school curriculum proposed by the Ominde Education Commission (1964) at Friends School Kamusinga in Kenya's first decade of independence. The study adopted a historical research design. The study used Trevor Gale's (2001) Theoretical Framework of Critical Policy Archaeology and historical thinking conceptual framework by Seixas (2006) to examine concepts of historical significance, change and continuity in the reform process. Data collection involved a critical review of relevant literature; including several curriculum reforms documents and oral interviews. Snowball sampling was adopted to select 12 participants. Data analysis and interpretation were done through internal and external historical criticism. Based on the literature review and documentary analysis, there was overwhelming evidence for Kenya to review education at independence since Kenyan education has its roots in the colonial past. The Government formed several Commissions to carry out major reforms in education in response to the changing needs of the Kenyan society. The findings showed that FSK, both "O" level and A level subjects were offered. For the "O" level, the subjects included Languages (English and Kiswahili), Mathematics, Humanities and Sciences. At "A" level, both Arts and Science subjects and General Paper were offered. In the formative years of FSK, there was heavy reliance on foreign teachers from FAM Missions, TEA, BEA, Peace Corps in the implementation of the curriculum. Teacher effort was complemented by curriculum materials originated from the KIE and requisite systematic MOE administrative activities through its inspectorate division. At FSK students performed well in end of cycle national examinations. The implementation of curriculum at FSK influenced curriculum roll out in upcoming neighbouring schools. Overall, findings showed that the enactment of the secondary school curriculum policy in the FSK reflect the aspirations of the Ominde Report. The study concludes that education system proposed by OEC was implemented at FSK and other schools in Kenya. The implementation was a continuation of the colonial British curriculum fashioned towards European culture and values. The development and implementation of the curriculum was a top-down policy which excluded teachers and parents. the study recommends that there is need to improve our curriculum policy (but caution should be taken especially with imported education policies

Analysis of Education Reforms and Challenges in Kenya: A Historical Perspective

“…Even if the system was changed today, it has already caused great menace to the country; the toll on the nation will be felt for many years to come. Its devastation is similar to that of the failed Ujamaa in Tanzania many years after it was officially scrapped [27]. Again, 8-4-4 system has been the subject of national debate since its inception.…”