Content of Curriculum Enacted At Friends School Kamusinga and Lugulu Girls High School, 1964-1985

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@article{1704217,
      author = {Dr. Pius Wanyama Muricho},
      title = {Content of Curriculum Enacted At Friends School Kamusinga and Lugulu Girls High School, 1964-1985},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {6},
      number = {10},
      pages = {8-13},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1704217.pdf},
      abstract = {The paper was confined to the historical study of secondary school curriculum enacted at FSK and LGHS, 1964-1985, focusing on the subjects/contents of the curriculum at the target schools. This study adopted Critical Policy Sociology (CPS) otherwise referred to as Critical Policy Archaeology which was postulated by Trevor Gale in (2001) to excavate the sites and analyze the subjects of the curriculum at the target schools.The study adopted a historical research design. Data collection involved a critical review of relevant literature such as curriculumreform documents and oral interviews. Snowball sampling was adopted to select 24 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 Kenyato review education at independence since Kenyan education has its roots in the colonial past. From the findings of this study, the following conclusions were made: First, curriculum reforms/subjects enacted in the target schools were foreign subjects from English Grammar School of UK. They were rather irrelevant to the needs of the majority of Kenyans. Secondly, the State-controlled policy enactment process through MOE, KIE and TSC and excluded practitioners? voices. Hence, the State had power over teachers on policy formulation and implementation. Based on the findings of objective one, there is need to improve our curriculum policy (but caution should be taken especially with imported education policies and ideologies/values. Even when policies are culturally relevant, locally mediated and re- contextualized the result of transfer remains unpredictable.},
      keywords = {Content of Curriculum/ Subjects, Enacted},
      month = {April},
  }