TOPIC TWO: HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF

SECONDARY SCHOOL CURRICULUM

Introduction
Welcome to topic two.
In this topic, we discuss the foundations of secondary school curriculum. This combines both the
Historical and Philosophical foundations.
Historical foundations are influences on curriculum derived from the developments in the past
events that have affected the secondary school curriculum.
The Philosophical foundations constitute the values and beliefs that make up the philosophies of
life and of education which influence the curriculum.

 We also focus on the influence of education commissions, recent developments and

strategic plans on the development of secondary school curriculum.
 We further examine recent issues in sessional paper No 1 of 2005, the 2010 constitution, the
Sessional paper No. 10 of 2012 on Kenya Vision 2030 and the Sustainable Development
Goals. Welcome.

Topic Time
 Compulsory online reading, activities, self-assessments & practice exercises
[3 hours]
 Optional further reading [1 hour]
 Total student input [4 hours]

Learning Outcomes

By the end of this topic you should be able to:

i. Trace the historical and philosophical foundations of secondary school curriculum

ii. Describe Historical Events and the Attendant Philosophies that affected secondary school
curriculum in Kenya from 1909 to date
iii. Discuss the recent Issues in the 2010 constitution, sessional papers No 1 of 2005 Sessional
paper No. 10 of 2012 On Kenya Vision 2030 and the Sustainable Development Goals that
relate to Secondary school curriculum

Topic Content
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2.1 H i s t o r i c a l a n d p h i l o s o p h i c a l f o u n d a t i o n s o f s e c o n d a r y s c h o o l
curriculum

We will begin this section by defining the term foundations.

Foundations are values, traditions, factors, forces which influence the kind, quantity and quality of
the experience the school offers its learners. There are four major foundations of curriculum,
namely;

i. H i s t o r i c a l
ii. Philosophical iii.
Sociological iv.
Psychological
We will consider the historical, philosophical and touch on the sociological
foundation when looking at the social context of the secondary school curriculum in a later topic.

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Historical foundations of curriculum

These are influences on curriculum derived from the developments in the past. Developments in the
past continue to influence the present practices in secondary school programmes. Aspects of
relevance that may need your attention include:

Indigenous African Education – Here we ask ourselves, is there anything in the aims, methods and
content of African indigenous education that has influenced the current secondary school
curriculum? You may need to note what these things are in the activity section.
Early Christian Education – A blend of Greek, Roman, and Hebrew Ideals. These
ideals can be seen in the secondary school curriculum especially the symbols used in mathematics
and the sciences. The reformation that came with Martin Luther. This involved the Jesuit Schools.
Jesuit schools had the secular purpose of improving civil society by educating boys to earn a living
and to fill leadership positions. We will note that religion as a subject is still taught in all secondary
schools. we will also discuss the Renaissance. The humanistic schools and Traditional Roman
grammar schools also have an influence in the curriculum. Scientific movement in Education under
the philosophy of realism developed with three areas namely
 Humanistic realism – this stressed content mastery and use of classic
literature.
 Social realism – which stressed class-consciousness, aristocrats as opposed to
Bourgeoisie (middle class)
 Sense realism – Stressed sense perception as a basis
We also need to look at the Progressive movement in education – This advocated for;
 Teacher and pupils planning together curricular activities
 Flexible curriculum and individualized instruction
 Non-formal curriculum –games, sports, hobbies, clubs.
 Learners – centered methodology
 Content selected in line with interest and needs of the learners.

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The idea here was to reduce traditional teacher domination and allow learners to take the
responsibility of their learning.

Philosophical foundations

As you notice from the term philosophy, Philosophical foundations constitute the values and
beliefs that make up the philosophies of life and of education.

A closer look at Philosophers you will notice that they

 Examine values in a society

 Derive meaning from facts
 Organize experience in a manner useful to educational practitioners and the pupils in a
school system
 Justify one or some educational beliefs
 Develop new proposals of educational practice for translation into action. Philosophical
schools were originally;

a) Tradition schools
b) Progressive schools
These schools were supported by the following positions;

 Idealism
 Realism
 Pragmatism
These positions gave rise to philosophical schools in relation to theories of content in a
curriculum, namely

 Perennialism – where subject matter is taught for its own sake

 Essentialism – Where subject matter is taught for its use.
 Progressivism – Subject matter is a medium for teaching life processes and skills.

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2.2 Historical Events and the Attendant Philosophies that affected secondary school
curriculum in Kenya from 1909 to date.

We now look at the history of Kenya’s education and how it has affected the secondary school
curriculum. This can be divided into three distinct stages/periods.

 Pre-colonial period – Before the arrival of European Missionaries

 Colonial Period – Independence period
 Post-independence period
a. Pre-colonial period (Before 1909)

During this period, no foreign education systems had been established. This means that education
was mainly in the indigenous state.

Features of Education during this period.

Curriculum of African Education was implemented by fathers through organized groups of Elders
or villagers. The curriculum content included
 Initiation rites
 Religion
 Hunting
 Farming Including raising cattle
 Community responsibilities
 Oral number work
 Language and Values
 Tribal laws
 Speech behavior and respect
 Nature study which included naming of trees, plants animals and insects.
 Dancing and Music
 Teaching which relates to Astronomy and Geography
It is worth noting that the concepts were taught both formally and informally. In addition, at the
coast Koranic Schools were built by the first Arabs for their

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worship. I believe you can be able to point out areas of this curriculum that may be in the secondary
school curriculum.
b. Colonial to Independence period.

This period is characterized by the formation of various education commissions. These include:

i. The Fraser Report (1908)

This marked the beginning of the colonial government involvement in education in Kenya. It was
headed by Professor J. Nelson Fraser. He was appointed as Educational Advisor to the governments
of British East Africa in 1908. He had long experience in Educational matters in India.

Features of the Report

 Accepted the principles of different systems of education for Europeans, Indians and
Africans.
 Advocated for technical education for the Africans. According to him, Africans had
talent which could be harnessed through provision of technical education.
 Observed the need to use African Skilled labour as opposed to Asian Labour since it was
cheaper.
Outcomes of Fraser Report

 Technical Education for Africans

 Different Education for the different races
 Giving grants to schools for technical and industrial education
 Establishment of industrial education in schools in fields such as smiting, carpentry,
agriculture and typing.
 All headmen and chiefs ordered to take their sons to school to learn the
3Rs in Kiswahili and Carpentry.
 Opening of the first official government African School in Machakos as a
Central Technical Teacher Training school.

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The 1919 – Education commission agreed on the need to provide a suitable education to Africans
but disagreed on the pace at which education was to proceed and the methods to be used.

ii. Phelps – Stokes Report of 1922

It was supported by a fund availed by Lady Caroline Phelps – Stokes for the education of negroes
in America. She visited East Africa in 1924. The visit was as a result of the concern by major
protestant missionary societies on their educational work in Africa. The report emphasized the
following.

 Practical agriculture – oriented education.

 Need to adopt the curriculum and teaching to the African Conditions.
 Need for better administration and planning of education.
 Advocated for the participation of natives in making decisions regarding their education.

Outcomes of the report

1923 – 1925 Establishment o f B r i t i s h colonial Advisory committee for
Education in Tropical Africa.
1924 Kenya government passed a new Education ordinance and created the Advisory
committee on African Education which included officials and settlers with
missionaries being the majority.
Government accepted responsibility for the major portion of the cost
of education
Establishment of the native industrial training department, Kabete.
1925 There was the colonial office white paper which emphasized. i) Greater
government involvement in African Education
ii) Urgent need to educate the African for his environment. iii) Education
for rural development
1925 Establishment of Jeannes Training School under Dr. J.W.C. Doughall as principal.
The school had government sponsorship. The school

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 had government sponsorship. The school laid a lot of emphasis on community rural
development. It also trained traveling (supporting) teachers and their wives to help in
community-oriented education. However, this type of education was criticized by
many Africans. They felt that the education
- Led to hard manual labour
- Made them second Class citizens
- Provided limited long-term rewards
To address the above criticisms by Africans, a number of missionary societies started establishing
formal secondary schools but on a limited basis. These include:
1926: Alliance High School – Protestant
1927: Mang’u High School – Catholic
1938: Maseno High School – Protestant (Church Missionary Society).
1939: Yala School – Catholics
Note: the curriculum in these schools consisted of a strong Christian education content. It also had
a sound academic coverage in English, Arithmetic, Science, Agriculture and Art.

Secondary School Objectives were to:

 Improve the general materials and moral life

 Provide leadership training
 Provide skills necessary for serving urban communities e.g. clergy, mechanics,
teachers etc.
1931: The Kenya Education Ordinance was passed. It required that the management of education
would be ran on racial basis. There should be separate secondary school curriculum for the
different races e.g. whites, Indians and Africans.

Note: The government policies on education before 1935 were;

 Cooperation of the government and missionaries in running education.

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  Education to be provided on a racial basis.

 Implementation or practice of Universal primary Education (U.P.E.).

The expansion of education continued but at a low pace. The government took more responsibility
for the African Education. The turning point was in 1949

After the 2nd World War there were major forces that led to the expansion of
African Education. These were:

 Having witnessed the Nazi Tyranny, the British liberal forced demanded that colonies be
prepared towards eventual self-government through provision of education.
 The ex-war veterans who survived had just returned having been abroad and seen the
importance of ‘Western Education’ therefore, they put pressure that education facilities be
expanded in Kenya. These brought about expansion in both primary education and primary
teacher education. A large number of untrained teachers were recruited leading to concerns
being raised on the quality of education. Especially in primary school. These problems together
with the concerns raised by Africans that the education provided then failed to meet the real
goals for the community led to the colonial governor in 1949 appointing a select committee
under Bishop Leornard Beecher.

iii. African Education Commission Report of 1949 (Beecher Report). The select committee
under Beecher was mandated to look at the scope, content and methods of African Educational
provisions, its administration and financing. The committee listened to a variety of public evidence
on the nature of education in colonial Kenya. Various concerns were raised, these include:
- The quality of the various grades of teachers.

- The high proportion of untrained teachers of doubtful value in the unaided schools.

- Recruitment of teachers who are tools did or too staid (impassive or too young and
unstable)

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Recommendations of the Beecher Report

Advocated for the 4-4-4 structure of Education i.e. 4 years of primary 4 years of intermediate
and 4 years of Secondary Education.

Curriculum should aim at developing a sense of public responsibility and democracy besides
literacy and technical skills.

Government to closely supervise educational provisions.

Recommended the following on teacher education.

 Kenya Teacher One (KT1) be awarded to teacher trainees who have completed 2
years of training after form four.

 T4 – Teachers to take 2 years of training after class eight.

 The K1T1 curriculum to include practical teaching and blackboard work, methods of
teaching, principles of education, school management, subjects of the primary school
curriculum.

Note: The main aim of the 4-4-4 structure was to present each stage/segment of education as a
complete course in itself (Summative), so that those who leave at whatever stage possess
competent skills for active roles in the society.

Recommended that a small, selected group of African children be allowed to taste secondary
education after which they would go back to the rural areas to help their fellow Africans or be
given junior clerical jobs in office.

Reinforced the argument that Africans be provided with practical education.

The Africans resisted the recommendations of the Beecher Report and consequently it
was hardly implemented.

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iv. Binns Report (1952)

Three years after the Beecher report, there followed the African Education Commission (The
Binns Report of 1952). This report was a precursor to the Cambridge conference (1952) held to
survey the ‘whole groundwork’ of education in colonial territories. The colonial office in
Britain sent out a group of experts to Britain’s African Territories to examine the state of
education in these territories and their report were used for discussions at the Cambridge
conference.

The group that came to East and Central Africa was led by A. L. Binns, formerly Chief
Education Officer for the County of Lancashire. The committee had no African representative.
The main task of the commission was to address the problem of the low quality of teaching
prevailing in schools then. The objectives were to ensure priority on producing new teachers
with a higher level of general education and improved quality of instruction through new
methods with a high level of general education and improved quality of instruction through new
methods and techniques.

Recommendations of Binns Report

- Teachers to be trained on new methods and techniques of instruction i.e. activity method.
- Learner centred learning and use of real-life experiences.
- Use of Demonstration schools that would lead to a gradual change from passive to active
education, then spreading to other schools.
- Preperation of the teacher for the then impending child development research

findings on new methods of learning in the 20th Century.

- Teacher training college to replace teachers training centres or Jean Schools.
- Lecturers to be used to describe teacher trainers and students to describe teacher trainees and
lecture rooms to replace classrooms in teacher training colleges.
- Use of governing bodies with churches represented for schools towards unification.

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- Greater centralized control of education in terms of supervision, inspection and well-
coordinated training.
- Central role of religion was accepted in Education.
- Mooting of a language policy for education as follows:
- Preserve selected tribal vernaculars

- Eliminate Kiswahili except where it is a local vernacular. the reason was that Kiswahili
impaired the learning of both the vernacular languages and English.

- Primary Schools to be used as a focus for Agricultural training. The main reasons were:

i) Agriculture was the main livelihood of most Africans

ii) Very few students progressed beyond the primary level to benefit from more advanced
training

- Africanization of teacher training institutions through i) Hiring of

more African Instructors

ii) Curriculum to be fitted/re-organized so as to reflect the practical realities of the

African environment.

- Linking of education planning to overall national development.

- Rural orientation of education for increased rural productivity.
- The department of Education to be responsible in providing
- Women Education

- Boarding Schools

- Technical Education

- Adult Education

Let us now look at a Comparison between Beecham Report and Binns Report. Look at the table
below.

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Beechams Report Binns Report

Advocated for the 4-4-4 system Advocated for the 4-4-4 system of
of Education control of enrollment at Education control of enrollment at every level
every level

Emphasize on the role of Emphasize on the role of supervision and

supervision and inspection of schools inspection of schools

Encouraged local initiative Encouraged local initiative through the

through the development of governing development of governing boards for most schools
boards for most schools but emphasized greater centralized control

Supervision of mission schools to Both church and government to be

be in the hand of the missionaries represented in the running of mission schools in
preparation of later unification of government
missionary schools.

Religion to have a central role in Religion to have a central role in

Education Education

Mooted a language policy for Mooted a language policy for education

education i.e. i.e.

- Preserve selected tribal - Preserve selected tribal vernaculars

vernaculars
- elimination of Kiswahili except where it is a
- elimination of Kiswahili except where local language since it impaired the learning of
it is a local language since it impaired both vernacular and English
the learning of both vernacular and
English

Teaching in Vernacular in first Teaching in Vernacular in first four years

four years of schooling of schooling

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 No formal teaching of agriculture at the Use of primary schools at the focus for agriculture
intermediate school level (std. 5 – 8) training since agriculture would remain the
livelihood of most Africans since few students
progressed beyond the primary level to benefit from
more advanced training. Binns Idea was to
establish the proper attitudes to
Agriculture at an early age.

Other recommendations by Binns worth noting include;

 Use of teacher training college as the main focus for improving the quality of the primary and
intermediate schools.
 Need to Africanize teacher training institutions through i) Hiring
more African Instructors

ii) Fitting the curriculum more closely to the practical realities of the
African Environment.

 More specific recommendations on issues such as women’s education, boarding schools

and technical education.
 Suggested the establishment of adult education as a responsibility of the department of
education and as a follow up to primary education.
 Linking of education planning to overall national development
 Emphasized the need for a rural orientation in education.

Outcomes of the Binns Report

 The central government to cater for secondary and higher education

 Upgrading of teaching profession through setting up institutes of education to enhance the
qualitative improvement in teachers’ education.

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 Use of school records and interviews to select learners who were to proceed to higher academic
levels.

Emerging of new Ideas (1955)

Around 1955 new ideas emerged. There was need for qualitative improvement in the teaching of
English, Science and Mathematics and coordination of teacher Education. Special centres for those
subjects were established in Nairobi beginning with the English Centre in 1957. In 1962, two other
centres for Science and Mathematics were established. Major curriculum innovations at this time
include: -

 Use of English as a medium of Instruction beginning with primary one.

 Modern mathematics and inquiry science all within the new primary approach
(NPA).

With time, it became evident that even other curricular areas required similar attention. This led to
the three centres being amalgamated to form the curriculum development and Research Centre
(CDRC in 1964). The centre was situated at the then central Teacher Training College (the present
K.I.E.).

c. Post-Independence Period.

i. 1964 – The Ominde Commission of 1964

This commission was appointed at Independence and was chaired by Prof. Simeon Ominde of the
University College, Nairobi. It is also referred to as the first Kenya Education Commission. They
came up with the famous goals of Education. They came up with the following goals:

i. National Development – Role of education in manpower development.

ii. National Unity
iii. Self-fulfillment and individual development
iv. Social Equality
v. Respect and develop cultural heritage
vi. International consciousness

In addition, the following was the outcome

 Previous segregation in School was abolished creating one national system of education.
 Made structural changes in the education systems providing for.
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  Seven years of primary education
 Four Years of Secondary Education
 Two Years of Higher Secondary Education
 Three Years of Basic University Education

ii. 1971 – Kenya Curriculum Mission – headed by Gordon S. Bessey.

This was later referred to as the study of curriculum development in Kenya and preceded the
restructuring of Kenya Institute Education.

The findings of the mission included:

 Curriculum was narrow in Scale

 Curriculum n e g l e c t e d p r a c t i c a l a n d c r e a t i v e a c t i v i t i e s e s p e c i a l l y i n
Agricultural and basic Manual Skills.

Recommendations were

Re-organization of the Kenya Institute of Education (KIE) as a curriculum development

Centre to incorporate a governing council and an Academic Board.

iii. The ILO mission, 1971

This aimed at establishing a strategy for increasing productive employment in Kenya.

Recommendations were;

 9 Years of primary and lower secondary

 Elimination of Certificate of Primary Education (C.P.E.) and establishment of a revised testing
procedure at the end of lower Secondary (K.J.S.E).

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 More emphasis to be laid on vocational subjects with a heavy practical bias in the lower
secondary to take care of the interest of the terminal pupils.

iv. 1976 – The Gachathi Committee/National Committee on Education

Objectives and Policies (NCEOP).

Recommendations were;

 Change in Structure of Education to 9 Years Primary Education, 3 Lower Secondary, 2

Years Upper Secondary, 3 Years Basic University Education
 Selected exam at end of lower Secondary to select those to join upper secondary or
technical education.
 Advocated “Broad Field” approach to curriculum planning Broad fields – Merger of
different but related subjects into a new course.
 Emphasized pre-vocational studies e.g. woodwork, masonry, metal work and business
education.

v. 1982 – Mackay Report

This one is also referred to as the Presidential Working Party on Second University in
Kenya.

Recommendations were;

 Advanced level component of Secondary Education be scrapped to reduce Secondary

Education from 6 years to 4 years

 To have the 8–4–4 system of Education and the curriculum content to lay more emphasis on
vocational education.

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vi. 1985 – Kamunge Report on Manpower Training for the Next Decade and Beyond

Recommendations were;

 Review of the 4 years secondary education to ensure effective coverage of its content and
to assist in career orientation.
 Provision of adequate facilities and equipment for proper teaching of science subjects.
 Expansion of teacher training programmes to produce more university graduates
professionally trained.
 emphasized inspection of schools. Inspectors to be trained and upgraded depending on their
academic and professional qualifications.
 Establishment and decentralization to district level of guidance and counseling.

vii. 2000 – The Koech Report.

Recommendations on Secondary Education Curriculum.

 Revision of the secondary school curriculum so as to remove inappropriate content. This

made the following subject to be offered separately from form three. Students be allowed to
specialize in areas of their choice.

 Student to sit for a Scholastic assessment and evaluation examination leading to an award of a
general certificate of secondary education (G.C.S.E) at the end of form four.

 The exams aim was to assess students’ talents and academic ability and was to be given twice
every year.

 Recommended pupils’ teacher ratio of 35:1

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2.3 Current developments and strategic plans in Kenya

a. Sessional Paper No.1 of 2005 on A Policy Framework for Education, Training and
Research

Focused on the challenges of the low participation rates, low transition rates from primary to
secondary and from secondary to tertiary (particularly to universities), as well as gender and
regional disparities.

 In order to address these challenges, the Government was to implement the following
policies:
 (In the long-term, work towards integrating secondary education as part of basic education;
 Promote the development of day schools as a means of expanding access and reducing the
cost to parents;
 Provide targeted instructional materials to needy public secondary schools, while
encouraging parents and communities to provide infrastructure and operational costs
 Restructure the secondary school teacher training programme to require that teacher
trainees attain basic qualifications in their respective subject areas and subsequently
undertake post-graduate training in pedagogy or extend the Bachelor of Education degree
programme to be five years like other professions
 Establish a National Assessment System to monitor learning competencies in secondary
schools in order to enhance the capacity of schools to undertake school-based continuous
assessment
 Work towards the establishment of two centres of excellence, one for boys and one for
girls, at district levels to serve as role models and to increase national schools in the country.
 To implement the above policies, the Government was to employ the following strategies:
 Provide support to poor and disadvantaged students through secondary school bursaries;
 Provide targeted support for the development of infrastructure in areas where parents are
not able to provide such support;

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 Provide support to targeted boarding schools in ASALs, and other deserving areas especially
for girls;
 Work in partnership with parents, communities, private sector and other stakeholders
in providing secondary education;
 Through DEBs, regularly review and fees and levies in rationalize secondary schools in
order to reduce the cost burden on the Government, parents and communities;
 Support the implementation of affirmative action in secondary education to address the
needs of the marginalized and/or those in difficult circumstances; Recognize and provide
support to children with special talents and abilities; Institutionalize and regularize in-
servicing of teachers in certain target subjects
 Review the current system of issuing life-long teaching certificates
 Develop the necessary institutional framework to meet the needs for quality assurance
in both private and public secondary schools;
 Build the capacity of practicing teachers to deliver on emerging issues such as
HIV/AIDS, drug and substance abuse; and special needs education
 Develop structures and strategies to ensure the institutionalization of guidance and
counselling in schools;
 Promote private sector participation in the development of secondary schools by giving
them incentives;
 Increase the provision of bursaries and devise better methods of targeting and disbursing
funds to the needy
 Mobilize additional resources to finance the construction of schools and provide equipment
to deserving areas, especially ASALs and urban slums;
 Promote the development of more day-schools, especially in high population density
areas
 Mobilize support to ensure establishment of a minimum of 3 streams in each school
 Complete the ongoing curriculum review process;
 Regularly review staffing norms to enhance appropriate development and utilization
of teachers
 Develop the necessary capacities to ensure efficiency in school management; Ensure the
re-entry of girls who drop out of school due to pregnancy and early/forced marriage

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  Sensitize stakeholders and communities to discard socio-cultural practices that prohibit
effective participation of girls and boys in secondary school education, and enforce
legislation against the violation of the Children’s Rights
 Ensure that the school environment is gender and special needs responsive
 Ensure the supply of learning and teaching materials to the needy to enhance access,
retention and completion
 Develop mechanisms for flexible delivery of curriculum to cater for children with special
talents and abilities
 Provide targeted teaching and learning materials;
 Restructure the training programme for secondary school teachers, in
collaboration with universities;
 Mount training programmes in order to improve the capacities of all those involved
in quality assurance in secondary schools; and
 In-service teachers to improve the teaching of Mathematics, Science and Technology
by upgrading the Centre for Mathematics, Science and Technology Education in Africa
(CEMESTEA) at Karen to a full-fledged institution for in- service training for Science,
Mathematics and technical teachers.

b. Sessional Paper No. 10 of 2012 On Kenya Vision 2030

This paper focused on education as part of the social pillar of vision 2030. We will look at the
section on the secondary school curriculum, but I would advice you ensure you look at the entire
social pillar. This is because education and training of all Kenyans is fundamental to the success of
the Vision. the challenges Kenya is facing is

 how to meet the human resource requirements for a rapidly changing and more diverse
economy
 to ensure that the education provided meets high quality standards, and that its contents are
relevant to the needs of the economy and society.
 move rapidly in raising the standards of the regions that lag behind in enrolment to
bring then to par with other areas
 improving the overall transition rates, particularly from secondary to tertiary levels.

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  is to create a cohesive society imbued with a culture of hard work and efficiency and
one that values transparency and accountability, respects the rule of law, and is concerned
about the environment.

Education and training sector will be charged with the responsibility of creating a knowledge-based
society. The interventions include:

 raising the transition rates

 Raising the quality of education
 Addressing inequalities

Topic Summary

In this topic we have learned that foundations are values, traditions, factors, forces which influence
the kind, quantity and quality of the experience the school offers its learners. We have looked at
historical foundations as developments in the past that continue to influence the present practices in
secondary school curriculum. The philosophical foundations which constitutes the values and
beliefs that make up the philosophies of life and of education. We have also looked at the
recommendations from the following education reports and commissions; namely Fraser
Report (1908), Phelps – Stokes Report (1922), Beecher Report (1949), Binns Report (1952), The
Ominde Commission (1964), Bessey (1971), Gachathi (1976), Mackay (1982), Kamunge (1985),
Koech Report (2000) and the sessional papers of 2005 and 2012. This means therefore that we
must have in mind these influences as we design, develop and implement the secondary
school curriculum.

Glossary

A list of key terms and their definitions

Further Reading

http://www.knqa.go.ke/wp-content/uploads/2018/10/sessional-paper-sept.-
2005-final.pdf

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https://espas.secure.europarl.europa.eu/orbis/sites/default/files/generated/do
cument/en/KENYA2030.pdf

TOPIC ACTIVITIES

Activity

Click and watch this video on integrating indigenous knowledge alongside classroom
science.

https://www.youtube.com/watch?v=UuLP5DfaSzc&t=41s

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Assignment

Discuss the influence of philosophical foundations on secondary school curriculum. Look at the
sessional paper no 1 of 2005, discuss any three recommendations that the Kenyan government has
put in place in the secondary school education
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"Transforming Lives through Quality Education"

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