A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu

doi:doi:10.11648/j.ijsedu.20221001.13

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A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu

Published in International Journal of Secondary Education (Volume 10, Issue 1)

Received: 30 December 2021 Accepted: 20 January 2022 Published: 9 February 2022

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Abstract

The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.

Published in	International Journal of Secondary Education (Volume 10, Issue 1)
DOI	10.11648/j.ijsedu.20221001.13
Page(s)	20-28
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Accountability Elements, Accountability Pathways, Accountability Dynamisms, Policy Enforcement Agencies, Reciprocal Arrows, Self-Correcting Model, Top-Bottom-Top Model

References

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[10]	Kindiki, J. N & Chumba S. K (2011) Investigating Policy Implications for the, Abolition of Corporal Punishment in Secondary Schools in Kenya; In the Journal of Education Management. Nairobi. Kenya Education Staff Institute (Pages 71-96).
[11]	Kirianki, B. K. (2017). Principals’ Characteristics Influencing Implementation of Procurement Practices in Public Secondary Schools in Embakasi Sub-County, Nairobi County (Doctoral dissertation, University of Nairobi).
[12]	KORIR, T. P. (2010). EFFECTIVENESS OF COST-SAVING MEASURES IN IMPROVING KCSE PERFORMANCE IN PUBLIC SECONDARY SCHOOLS: THE CASE OF MARAKWET WEST DISTRICT, KENYA.
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[17]	Otunga, R. N. (2015). Dynamism in curriculum and instruction. Eldoret: Utafiti Foundation.
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[19]	Shiundu, J. S., & Omulando, S. J. (1992). Curriculum: Theory and practice in Kenya. Oxford University Press.
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APA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. (2022). A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. International Journal of Secondary Education, 10(1), 20-28. https://doi.org/10.11648/j.ijsedu.20221001.13

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ACS Style

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu. A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. Int. J. Second. Educ. 2022, 10(1), 20-28. doi: 10.11648/j.ijsedu.20221001.13

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AMA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. Int J Second Educ. 2022;10(1):20-28. doi: 10.11648/j.ijsedu.20221001.13

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@article{10.11648/j.ijsedu.20221001.13,
  author = {Kiarie Moses Karunda and John Shiundu and Mukasa Simiyu},
  title = {A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {20-28},
  doi = {10.11648/j.ijsedu.20221001.13},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.13},
  abstract = {The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.},
 year = {2022}
}

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TY  - JOUR
T1  - A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya
AU  - Kiarie Moses Karunda
AU  - John Shiundu
AU  - Mukasa Simiyu
Y1  - 2022/02/09
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.13
DO  - 10.11648/j.ijsedu.20221001.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 20
EP  - 28
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.13
AB  - The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.
VL  - 10
IS  - 1
ER  -

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Author Information

Kiarie Moses Karunda

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya
John Shiundu

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya
Mukasa Simiyu

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya

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APA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. (2022). A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. International Journal of Secondary Education, 10(1), 20-28. https://doi.org/10.11648/j.ijsedu.20221001.13

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ACS Style

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu. A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. Int. J. Second. Educ. 2022, 10(1), 20-28. doi: 10.11648/j.ijsedu.20221001.13

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AMA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya. Int J Second Educ. 2022;10(1):20-28. doi: 10.11648/j.ijsedu.20221001.13

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@article{10.11648/j.ijsedu.20221001.13,
  author = {Kiarie Moses Karunda and John Shiundu and Mukasa Simiyu},
  title = {A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {20-28},
  doi = {10.11648/j.ijsedu.20221001.13},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.13},
  abstract = {The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.},
 year = {2022}
}

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TY  - JOUR
T1  - A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya
AU  - Kiarie Moses Karunda
AU  - John Shiundu
AU  - Mukasa Simiyu
Y1  - 2022/02/09
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.13
DO  - 10.11648/j.ijsedu.20221001.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 20
EP  - 28
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.13
AB  - The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.
VL  - 10
IS  - 1
ER  -

Copy | Download