Analysis of Policy and Legal Requirements of Religious Organizations on Implementation of Curriculum in Secondary Schools in Kenya

Abstract

Historically, religious organizations in Kenya have had influence both directly and indirectly on education. Their influence has been guided by certain legal and policy documents. Their participation has been viewed by stakeholders as either positive or negative.  The objective of the study was to determine the influence of policy and legal requirements for operation of religious organizations in implementation of secondary school curriculum in 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 for this study was all secondary schools in the area of study, County Directors of Education, Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty-two sub-counties, the study used purposive sampling to carry out an investigation in ten sub-counties. This gave a total of 650 students, 102 teachers, and 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Education Officers and 1 curriculum developer. This gave a sample size of 834 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 two experts from the Department of Curriculum and Instructional Technology. The questionnaires were also piloted and the anomalies were corrected before the study was carried.  Presentation of data was based on the objective of the study and was put in form of tables, bar-graphs and descriptions. The findings were as follows:  key religious organizations have influence on curriculum implementation and should continue providing spiritual nourishment, chaplaincy and financial support among other things. Majority of the schools in the study area were founded by key religious organizations.  The study found out that parents, local communities and the Government of Kenya play a crucial role in curriculum implementation. From the above findings it was concluded Religious Organizations play an important role in curriculum implementation in Kenyan schools as provided for in the law. As regards recommendations, there should be should be clear policy and legal guidelines on the role of religious organizations on curriculum implementation in public secondary schools. Religious Organizations should not interfere in the management of secondary schools in Kenya.