Abstract :
There are various phases (e.g., diagnosis, planning, implementation, stabilization and evaluation) involved in the process of curriculum development. This paper concerns itself majorly with the implementation stage of curriculum development with specific reference to the ʹ2002 Secondary Kiswahili Curriculum in Kenyaʹ (henceforth 2002 SKC). It investigates challenges facing the curriculum implementation of the 2002 SKC since it started to be implemented in 2003. It focuses on teachers, students, learning resources, time allocation among other factors that play crucial role as far as curriculum implementation is concerned. The paper gives various suggestions and recommendations on how to overcome such problems, difficulties and weaknesses in future revision of SKC. The recommendations are meant to improve the highlighted shortcomings of the 2002 SKC. The paper reveals that Kiswahili teachers were not adequately prepared professionally to implement the 2002 SKC. The teachers encountered numerous problems and difficulties in their attempt to implement the 2002 SKS especially the integrated approach to the teaching of Kiswahili language and literature. The paper offers suggestions and proposes recommendations to the Ministry of Education, Kenya Institute of Education among other stakeholders for future design, implementation and evaluation of Kiswahili curriculum at the secondary level in Kenya.
