Opportunities and Challenges in the Implementation of Social Studies Curriculum towards Fostering National Cohesion and Integration in Kenya: A Case of Uasin Gishu County

Zipporah Jerotich Ruto

doi:10.37284/eajes.5.2.790

Zipporah Jerotich Ruto, PhD Masinde Muliro University of Science and Technology

DOI: https://doi.org/10.37284/eajes.5.2.790

Keywords: Opportunities, Challenges, Implementation, Social Studies Curriculum, Fostering, National Cohesion in Integration, Perceptions

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Abstract

Social Studies Curriculum (SSC) foster national cohesion and integration in terms of knowledge, intellectual capabilities, and democratic disposition, which are expected of pupils to actively participate and coexist in society. SSC is based on societal needs, challenges, and aspirations, which enable pupils to acquire appropriate and acceptable values. Therefore, in the teaching of SSC in primary schools, teachers' and pupils' perception is paramount. The study sought to find out the challenges encountered by teachers in the implementation of the Social Studies curriculum in fostering national cohesion and integration. Data was sourced from a sample of 12 curriculum support officers, 47 head teachers, 188 Social Studies teachers, and 5,640 pupils from the primary schools in Uasin Gishu County who were selected using stratified and simple random sampling techniques. Instruments for data collection included a questionnaire, observation, interview schedules, and focus group discussions. Data analysis generated frequencies and percentages for interpretation and discussions. The challenges in the implementation of the SSC were found to be the gradual subordination of teachers, demoralisation, poor teaching practices and the contradictions between what learners are taught in school with what they see in the community identified in the study. The study recommended that primary teachers should effectively implement values inherent in Social Studies Curriculum for learners to emerge as responsible, respectful, and cooperative citizens for societal harmony. In conclusion, shows that there was a need for teacher training, workshops, and seminars with more emphasis on the acquisition of new knowledge and current trends on citizenship and the utilisation of appropriate pedagogical practices in the social studies curriculum.

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