The Contribution of the Secondary School Curriculum to Peace in Kenya

Abstract

The Kenya Government recognizes the role of peace in socio economic development as emphasized in the national anthem while the national goals of education endeavour to promote national unity, sustainable development, peace, respect for diversity, international consciousness among others. The Kenya vision 2030 underscores the need for peace and respect for human life through education and training. The study sought to establish whether there are any objective(s) in the secondary school curricula that addresses peace, whether there was content on peace education in the curricula. It further sought to establish the factors contributing to conflicts in secondary schools and assess level of teachers’ awareness of factors that contribute to peaceful co-existence among learners in secondary schools. This research used a cross-sectional survey design approach to investigate peace education outcome on learners. A sample of 59 teachers and 15 curriculum developers was chosen for the study. Data was collected using questionnaires and document analysis. The study confirmed that peace education is not sufficiently integrated in the curricula hence the secondary school curriculum may not be effectively contributing to peace in Kenya. The importance of this study lies in fact that Peace is very important for development of the country. The culture of peace ought to be inculcated in the youth through the education. Quality education is supposed to impart knowledge, skills, values and attitudes that help provide constructive alternatives mechanisms to conflict management, maintain peace in schools in the country, and even out of school. The findings of the study are critical to the curriculum developers, head teachers, teachers, education officers, parents, sponsors and the community who have a critical role to play in inculcating peace in the youth in the country.

Keywords: conflicts, peace, curriculum, syllabus, integration, objectives, content