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Advances in Social Sciences Research Journal – Vol.7, No.10

Publication Date: October 25, 2020

DOI:10.14738/assrj.710.8634.

Aggrey, A. A. (2020). Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary

Schools in former Western Province of Kenya. Advances in Social Sciences Research Journal, 7(10) 89-108.

Assessment of the Impact of Religious Organizations on the

Implementation of Curriculum in Public Secondary Schools in

former Western Province of Kenya

Dr Amugune A. Aggrey

Kaimosi Friends University College

ABSTRACT

The impact of religious organizations on curriculum implementation in

Kenya is perceived differently by stakeholders. The first secondary

schools in colonial Kenya were established by Christian missionaries.

Their participation has been viewed by stakeholders as either positive

or negative. The objective of the study was to assess the impact of

religious organizations on implementation of curriculum in public

secondary schools in former Western province of Kenya. The study was

conducted in Bungoma, Busia, Kakamega and Vihiga counties of former

Western province of Kenya. The study is based on Ludwig Von

Bertalanffy Theory of General Systems from which the Systems

Approach in the learning process is derived. The study adopted a

descriptive survey design. The target population included: four County

Directors of Education, twenty two Sub-County Education Officers,

principals and teachers in secondary schools, religious leaders and

students. Of the twenty two (22) sub-counties, the researcher used

purposive sampling to carry out the study in ten sub-counties. This gave

a total of 621 students, 120 teachers, 60 principals of secondary schools,

5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4

Sub- county Education Officers and 1 curriculum developer. This gave a

sample size of 823 respondents. The instruments for data collection

were questionnaires for principals, teachers, students and interview

schedule for religious leaders as well as Education Officers. Focus Group

Discussion and Observation Schedule were also used. To establish

validity and reliability, the instruments for data collection were

assessed by subject experts from the Department of Curriculum and

Instruction. The questionnaires were also piloted and the anomalies

were corrected before the researcher went to the field. Presentation

and analysis of data was based on the objective of the study and was put

in form of tables, bar-graphs, pie-charts and descriptions. The findings

were that religious organizations have an impact on curriculum

implementation in secondary schools. Sadly some of the religious

organizations cause divisions in the schools they sponsor by

recommending the transfer of teachers as well as antagonizing the

principals who do not profess the same faith as the sponsor. From the

above findings the conclusions made were that religious organizations

have an impact on curriculum implementation in schools as they

complement efforts of the Government of Kenya in provision of

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020

education. The policy framework given to religious organizations is not

strong enough to take care of curriculum needs in the present day school

environment. It was therefore recommended that religious

organizations revisit their initial role in matters curriculum. There

should be clear policy guidelines on the impact of religious

organizations on curriculum implementation in secondary schools

which should go beyond spiritual nourishment, guidance and

counseling and teaching of Religious Education in schools in public

secondary schools in Kenya.

Key Words: curriculum, religious organizations, curriculum implementation,

impact

INTRODUCTION

Any discussion on curriculum matters must be hinged on education. Education is a phenomenon

that is basically as old as mankind hence cannot be detached from human civilization. For this

reason education has become an established institution (Sifuna & Otiende, 2006). It should be noted

that early civilizations in ancient Egypt, Mesopotamia, Hindu civilization, Maya civilization, Greek

civilization, Hebraic civilization and Roman civilization laid the basis of modern western education

throughout the centuries. Education is viewed as a process of developing a person’s sensitivity to

his or her total environment. Oluoch (1984) defines education as a process of acquiring and

developing desired knowledge, skills and attitudes. His definition caters for three domains, that is,

cognitive, psychomotor and affective domains. Asiachi & Okech (1992) observe that from the

beginning of human society, the main objective of education whether carried on inside or outside

school, has always been the transmission to the child of the accumulated experience of the people

and the culture and training to fit into the membership of the group. Nyerere (1967) maintains that

education should prepare one to fit well in his society. Taba, (1962) summarizes the functions of

education under three main areas: education as a process of preservation and transmission of the

cultural heritage, education as an instrument for transforming cultural heritage and lastly education

as a means for individual development. Education is the foundation of many disciplines and

curriculum is one of them.

Curriculum is a fairly new discipline. Marcia (1965) as quoted by Shiundu & Omulando (1992)

defines it as presented content. Some scholars define it as what examiners require teachers to

emphasize in teaching, while others view it as what should be taught in a particular subject. Bishop

(1995) defines curriculum as the sum total of experiences a learner undergoes. Curriculum is the

vehicle for achieving the educational goals and objectives. Some educators use the term curriculum

to refer to various activities which involve teachers, school learners or even the community around.

These activities include Blooms three domains of education and all subjects that a school offers to

the learners and the organization of the subject matter and activities within a course or a unit

offered by the school. Curriculum therefore becomes all that is planned to enable the students

acquire and develop the desired knowledge, skills and attitudes. Ryan & Cooper, (1998) defined

curriculum as all organized and intended experiences of the student for which the school accepts

responsibility.

Curriculum has got a number of stakeholders right from the global up to the local levels. At global

level stakeholders include. The United Nations Organization through United Nations Education