Secondary School Curriculum in The First Decade of Independence in Kenya:

Abstract

The Ominde Education Reports (1964) commissioned in the first decade of independence inKenya provide important policy direction on educational developments at the secondaryschool level yet scholarly historical accounts on this phenomenon are scanty. This paperexplores the implementation of the secondary school curriculum proposed by the OmindeEducation Commission (1964) at Friends School Kamusinga in Kenya's first decade ofindependence. The study adopted a historical research design. The study used Trevor Gale’s(2001) Theoretical Framework of Critical Policy Archaeology and historical thinkingconceptual framework by Seixas (2006) to examine concepts of historical significance, changeand continuity in the reform process. Data collection involved a critical review of relevantliterature; including several curriculum reforms documents and oral interviews. Snowballsampling was adopted to select 12 participants. Data analysis and interpretation were donethrough internal and external historical criticism. Based on the literature review anddocumentary analysis, there was overwhelming evidence for Kenya to review education atindependence since Kenyan education has its roots in the colonial past. The Governmentformed several Commissions to carry out major reforms in education in response to thechanging needs of the Kenyan society. The findings showed that FSK, both “O” level and Alevel subjects were offered. For the “O” level, the subjects included Languages (English andKiswahili), Mathematics, Humanities and Sciences. At “A” level, both Arts and Science subjectsand General Paper were offered. In the formative years of FSK, there was heavy reliance onforeign teachers from FAM Missions, TEA, BEA, Peace Corps in the implementation of thecurriculum. Teacher effort was complemented by curriculum materials originated from theKIE and requisite systematic MOE administrative activities through its inspectorate division.At FSK students performed well in end of cycle national examinations. The implementation ofcurriculum at FSK influenced curriculum roll out in upcoming neighbouring schools. Overall,findings showed that the enactment of the secondary school curriculum policy in the FSKreflect the aspirations of the Ominde Report. The study concludes that education systemproposed by OEC was implemented at FSK and other schools in Kenya. The implementationwas a continuation of the colonial British curriculum fashioned towards European culture andvalues. The development and implementation of the curriculum was a top-down policy whichexcluded teachers and parents. the study recommends that there is need to improve ourcurriculum policy (but caution should be taken especially with imported education policies

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