UNITED NATIONS STRENGTHS AND WEAKNESSES

1. Successof sorts in Korea andthe Congohad boosteditsinternational image.However,manyof the
problemsfromthe ColdWar itcouldnot stem.The effective occupationof EasternEurope by Russia
made a mockeryof the promisesmade atYalta and otherwar meetings.The treatmentof Hungary in
1956 couldnot be stoppedbythe UnitedNations.Likewise, America’s involvementin Vietnamcouldnot
be stopped.
By the endof the 1970’s the UnitedNationshadlost some of itsprestige.Itwasclearthat the two
superpowers,AmericaandRussia,wouldfollowthe foreignpolicythattheywantedtoregardlessof
whatthe UN wanted.
The whole issue of the relationshipbetweenAmericaandthe UN weakenedthe UN.Since 1945,
Americahadbeenthe dominantforce inthe UN. Americaprovidedthe UN with25% of its annual
budgetandexpectedtohave a bigsay infinal UN decisions - aninfluence thatmatchedthe hundredof
millionsof dollarsAmericahaspaidintothe UN’sbudget.Likewise,somemajorinternationalproblems
were dealtwithbyAmericaflexingherdiplomaticmuscles(suchasin Suezandespeciallyinthe Middle
East) ratherthan the UN solvingthem.
As more and more AsianandAfricannationsgainedtheirindependence andjoinedthe UN,powerblocs
withinthe General Assemblyhave developed.These have challengedthe belief thatthe oldorderof
westernnationsshoulddominate the UN simplybyusingtheirfinancial cloutandtheirhistoric
connections.Sevenblocshave beenidentified:
the DevelopingNationswhichconsistsof 125 states
the Non-AlignedMovementwhichconsistsof 99 states(mostlyAsianandAfricanwhoavoidjoining
militaryalliances)
the IslamicConference whichconsistsof 41 states
the Africangroupof 50 states
the Latin Americangroupof 33 states
the WesternEuropeangroupof 22 states
the Arab groupof 21 states
Withinthe General Assembly,all nationsregardlessof wealth,militarypoweretc.,have one vote.The
same is true inthe specialistagencies - one nationone vote.However,muchof the importantUN work
isdone in the SecurityCouncil andthe five nationsof Russia,America,Britain,France and Chinastill
have the right to vetoa decisionof the SecurityCouncil.Thissystemhasbeenchallengedbythe newer
membersof the UN whowant one nationone vote inthe SecurityCouncil aswell.The five permanent
membersof the SecurityCouncil have foughttokeepthe systemasitisclaimingthatas the five
permanentmembersinvestfarmore moneyintothe UN’sbudgetand,asa result,shouldhave more
swaythan nationsthatpay far lessintothe UN’s budget.
In 1985, this theme waseventakenupbyAmerica’sCongresswhichdeclaredthat:
"Votingrights (inthe UN) shouldbe proportionate to the
contributionof each memberstate to the budget ofthe UN and
its specialisedagencies."

2. In 1985, Americaprovidedthe UN with25% of itsbudget;the USSR provided10.5%; Angola0.01% and
Saudi Arabia0.86%. Americaclaimedthatsuch an investmentshouldhave itsrewards.If the ‘BigFive’
withdrewtheirfinancial supportorreduceditto the level of othernationsinthe UN,thenthe UN itself
wouldface nearbankruptcy.There waslittle the UN coulddo if membersfailedtopaytheir
contribution.Afterthe Congocrisisfrom1960 to 1964, Russia,France and Belgiumrefusedtocontribute
to the $400 millionithadcost the UN to bringpeace to the Congo.
Throughoutthe 1960’s, 1970’s and1980’s, the UN run updebtsnearlytotalling$1billion.In1986,
Americarefusedtopay50% of itsannual contributioninprotestatthe influence newlyemerging
nationshador were attemptingtoget.Americapointedoutthat85% of the UN’s budgetwaspaidby
just20 nationsyetmany smallernationswere tryingtoreformthe waythe UN was run (especiallyits
votingsystem) withoutmakingthe same financialcommitmenttothe UN.
Towardsthe endof the 1980’s the UN appearedtohave splitintwo: the richeroldestablishednations
that essentiallyfundedthe UN onone side andthe newlyestablishedbutpoorernationsonthe other
side.These nationsclaimedthattheywere onlypoorbecause somuchof theirannual wealthwastaken
up inpayingoff debtstothe world’srichestnations.The world’srichestnationshave respondedtothis
charge.Theyclaimthat internal corruptionwithinthese newernationsisresponsiblefortheirpoverty-
not the debtstheyowe formoneyborrowed.
Withinjust45 yearsof itsbirth,the UN stoodat a crossroads.If it dividesintorichandpoornations,
where doesthisleave the wholeconceptof all nationsworkingforone commongoal?
MLA Citation/Reference
"The United Nationsand its problems". HistoryLearningSite.co.uk. 2005. Web.
THE MAIN WEAKNESSES
1. A differentworld: The worldinwhichthe UnitedNationswasestablishedin1945 is radicallydifferent
fromthe worldinwhichitmust operate today.Atthat time,the bigissuesfacingthe Organisationwere
the achievementof peace andsecurityinaworldof great powers fromwhomthe vanquishednationsof
Germanyand Japanhad latelybeenbanished.The worldwasarrestedbythe nuclearexplosionswhich
had terminatedthe SecondWorldWar.It wasfacingthe insistence of the UnitedStatesthatthe
Europeanpowersshouldgrantindependence andself-governmenttotheircolonies.The SovietUnion
joinedinthisdemand,whilstclingingrelentlesslytoitsownlatelyacquiredcolonies.
Economicdevelopmentandeducationwere highprioritiesof the time.Theirpurpose wastocombat
ignorance andpovertyinwhichmostof humanitylived.Andhumanrightswasaninsistentdemand
borne of the sufferingsof the SecondWorldWar and of the Holocaustand oppressionwhichitrevealed.
In 1995, some of these imperativesremain.Butmany have beenchanged.All now have anew emphasis.
Unfortunately,the structuresof the UnitedNationshave remainedsubstantiallyunchanged.Theyhave
failedtokeeppace withthe newdemandswhichthe Organisationmustaddresstoday.These demands
include:

3.  The assertionof the right of peoplestoself-determinationinthe face of the almost
universal oppositionagainstseparatismvoicedbythe nationstateswhichare the
membersof the UnitedNations;
 Peace-keepinghasgrownrapidly.However,itseffectivenessislimited.Itimposes
demandswhichthe UnitedNationsitself cannotmeetuponnations(suchasthe United
StatesinHaiti) and organisations(suchasNATOinthe formerYugoslavia);
 Economicdevelopmentremainsamajorpriority.Butinmany of the economiesof Asia
there hasbeena remarkable lift-offwhichillustratesthe huge potential foreconomic
progressinthe non-Westerncommunitiesof the world;
 Over-populationisapressingproblemof the world.Birthspacingandthe connected
problemof the empowermentof womenpresentgreatchallengesinthe face of which
the UnitedNationshasonlybeenpartlysuccessful;
 Disease,andinparticularthe rapidspreadof HIV/AIDS,presentsgreatchallengestothe
Organisationanditscapacityto respondforthe effective protectionof humanity;
 The global environmentisendangeredandthe powerof the UnitedNationstorespond
islimited;
 Armssalesremaina pestilence of the world.Anti-personnelmineshave beensownin
manycountries.The efforttobringthemundereffectiveinternational law hasenjoyed
onlyqualifiedsuccess;
 Drugs of addictionspreadlike aninfectionandtake rootinsocietieswhere widespread
unemploymentanddespairgive rise towidespreaddruguse;and
 Unemploymentanddespairalsoengenderextremism, includinginreligiousbeliefs.The
movementof extremistreligionschallengesthe verynotionof tolerance anddiversityof
opinionwhichliesatthe heartof respectforthe human rightsof others.
Givensucha radical change in the worldanditsproblems,itisscarcelysurprisingthatthe United
Nationsnowfacesincreasingdemandsforchange bothinitsinstitutionsandinthe subjectmattersof
itsconcern.
2. Personnel: The needfora radical change inthe UnitedNationspersonnel policiesiscleartoall who
workwithinit.Itis not uncommontofindtime-serversinanylarge organisation.Theycertainlyexistin
the UnitedNations.Tosome extent,theyhave beenencouragedbypersonnelpoliciesbasedupon
geographyratherthan merit.Noristhe UnitedNationsalwaysvigilantinthe defence andprotectionof
itsstaff and theirfamilies.Itisa yearsince the five yearolddaughterof an officerof the UnitedNations
inPhnomPenh(MonicaOliveros) wasshotbypersonswhohave still notbeenbroughttojustice.The
UnitedNationsisnotalwaysinsistentenoughinthe protectionof itsemployeesandofficers.Inthe case
of MonicaOliveros,herforcedevacuationwasnecessarybecause of herserioushealthcondition
followingherwounding.Butthe UnitedNationshasnotevennow attendedtoherneeds,eventhough,
ina real sense,evacuationwasoccasionedbyherinjuriesbecause of herfather'sservice inCambodia.

4. 3. Structures: There are otherswhocan speakof the needto change the central organsof the United
Nations,notablythe constitutionof the SecurityCouncilandthe possessionanduse of the veto
reservedbythe Charter.Inmy ownreportsto the Centre forHuman Rights,Isee the needforstructural
and organizational reform.Sometimesinthe businessof humanrightsthere isatensionbetweenthe
political andhumanrightsobjectivesof the Organization.Governmentsare frequentlysuspiciousof
humanrightsand theiradvocates.Governmentswieldthe votesthatultimatelycontrol the United
Nations.Ina changingworld,where the role of sovereignstatesissubmittingtotechnology,the global
economyandinternational priorities,the needtorethinkthe structure,organisationandactivitiesof the
UnitedNationsis more obviousthaneverbefore.
4. Self-determination:If we lookat the source of manyof the securityproblemsinthe worldtoday,it
may be foundconnectedwiththe demandof peoplesforself-determination.Thisisarightguaranteed
to peoplesbyinternationallaw.Butitisa rightthat occasionsgreatanxietyandambivalence onthe part
of memberstatesof the UnitedNations.Insteadof confrontingthisproblem, tacklingandsolvingitwith
institutionsthatwill provideapeaceful resolutiontosuch disputes,suchconflictsare all toooften
broughtto the tragic chronicle thatwe have witnessedof late inBosnia,Rwanda,EastTimorand
Chechnya.If the UnitedNationswere trulyattendingtothe causes of international conflict,itwouldbe
workingtowardsinstitutionsandrulesthatcouldprovide analternative non-violentsolutiontothis
endemicproblem.
5. New challenges:Newchallengescontinue topresentforthe Organisation.Theyinclude the
challengesof technologywhich,toa large extent,bypassesdiplomacyandevenreducesthe significance
of the nationstate.Theyinclude fundamentalism.Theyalsoinclude the demandforspecialexceptions
to the universal principle of humanrights.Suchdemandsare frequentlyvoicedinAsiabutare rejected
by the UnitedNationswhichinsiststhatuniversal humanrightsare justthat:universal.
THE CHIEF STRENGTHS
1. It exists:The firststrengthof the UnitedNationsisthatit exists.If itdidnotexistitwouldhave tobe
invented.Itcontinuesonajourneytoimprovement.The journeymaybe tooslow butat leastithas
commenced.We shouldthinkof the UnitedNationsasbeingata pointequivalenttoRunnymedeinthe
historyof Englishconstitutional development.Before 1215,Englandwas a nationof powerful local
barons.Gradually,afterRunnymede,acovenantwasstruckwhichproduceda new national order.So
we are buildinganewinternational order.The existence of the UnitedNationsprovidesuswitha
conceptionof ourselvesasparticipantsina widerworldcommunity.The veryfactthatnationsmust
answerfortheirhumanrightsrecords before the internationalcouncilsof the UnitedNationsisasign
that the accountabilityof governmentstothe people of the worldisbeingaccepted,thankstothe
UnitedNations.
2. Problem solved:Many of the issueswhichthe worldfacedin1945 have beenaddressedand,
howeverimperfectly,dealtwiththroughthe UnitedNations.We have avoidednuclearwar.We have
had manyconflictsbutthere hasbeena highmeasure of general peace.Decolonisationwas
substantiallyachievedinthe Europeancoloniesthroughthe workof the UnitedNations.The example of
that workspreadthe notionof national independence whichultimatelyhelpedtobringdownthe Soviet
empire. Humanrightsconventionshave beenadoptedunderthe aegisof the UnitedNations.Evenif
humanrightsare not universallyrespected,the principlesare atleaststated.Theystandbefore
oppressorsasa rebuke,a stimulusandawarning.Theystandbefore the people of the worldasa

5. beaconfor the attainmentof a higherlevelof humanrightsrespectuponwhichall peopleare entitled
to insist.
3. Goodworks: In my life Ihave seenthe manygoodworkswhichare done bythe agenciesof the
UnitedNations. UNESCOworkingforpreservationof the cultural treasuresof the worldandimproving
freedomof expression,educationandaccessto science.The UnitedNationsHighCommissionerfor
Refugeeswhodoessuchmarvellousworkinthe defence of refugeesandinternallydisplacedpersons.
The World HealthOrganisationwithitsvital missiontofightdisease andtopromote healthinevery
land.The ILO, workingforimprovedlabourstandards.The UnitedNationsDevelopmentProgramme
whichsupportssomany vital activities,particularlyinthe buildingof democracyandgoodgovernment.
The World FoodProgramme andthe Foodand Agriculture Organisationpromotingbetterfood
productiontofeedthe under-nourished.The SpecialRapporteursandRepresentativeswhovigilantly
reporton humanrightsabuses.These are championsof humanrightsand of the properfunctionsof the
UnitedNations.Theirworkmayoftenbe unheroic.Itislargelyuncelebratedandevenunknown.ButI
have seenthiswork.Itdemandsrespect.
4. Personnel: The people whoworkinthe organs of the UnitedNationsare overwhelminglycommitted
to itsideals.Theytake risks.Itisnot onlysoldierswhowearnotionalblue helmets.Humanrights
workersandthose inthe agenciesof the UnitedNationsalsodoso.InCambodia,the workersinthe
office of the Centre forHumanRightsin PhnomPenhprovide encouragement,inspirationandadegree
of protectiontothe local humanrightsorganisationswhichgrew upduringthe UNTACperiod.These
people are deservingof ourpraise andsupport.
5. Domestic application:One of the valuable developmentswhichoccurredinrecenttimesIsee inmy
dailyworkinthe courts. The UnitedNations'conventionsonhumanrights,evenif notdirectly
incorporatedintolocal law,can helpinfluence the developmentof local commonlaw.Where an
ambiguityexistsinastatute or a gapappearsin the precedentlaw,itisnow possible forjudgestolook
to the jurisprudence whichhascollectedaroundthe conventionsof the UnitedNations. Thisisawayin
whichwe are buildingatrulyglobal lawof humanrights.Of course,itis imperfectandinadequately
enforced.Butthe enterprise hasbegun.The UnitedNationsmusttake alarge part of the credit.It has
providedthe occasionsandthe opportunitiestodevelophumanrightsprinciples.Theycontinue to
influencethe shape of the societiesof ourworld.
CONCLUSIONS
Doubtlessotherscouldtalkof quite differentstrengthsandweaknessesinthe UnitedNationsinits
fiftiethyear.Eachone of us,who hashad a connectionwiththe UnitedNationsinone wayor another,
bringshisor her ownperspectivetothe assessment.Ihave offeredmine.
WhenI thinkof the UnitedNations,IamafraidI do not immediatelycall tomindthe skyscraperinNew
York, the greatpolitical confrontationsatthe rostrumsinNew York and Geneva.Instead,whenIthinkof
the UnitedNations,Itravel inmy mind'seye to:
 A prisoninKamponginCambodiawhere,whenmyeyesadjusttothe gloom, Isee the
eyesof fiftyprisoners,lockedinasingle roomfortwenty-three hoursadaywholookto
me withtrust and hope tobe theirvoice forbetterhumanrights;

6.  I thinkof the hospital inBrazzaville,Congo,where the UnitedNationsworkersare
strugglingtoprotectthe bloodsupplyandto affordbasichealthcare to youngchildren
cryingin theirmother'sarms;
 I thinkof the Union office inJohannesburgwhichIvisitedonmyILOmissionjustbefore
the multi-racial democraticelectionssweptthe apartheidregime frompower;
 I thinkof that blue dayin PretoriawhenPresidentMandelawasswornintooffice and
greetedasCommanderinChief bythe Generals,theirmedalswoninbattlesagainst
ANCforcesgleaminginthe sunshine;
 I thinkof a conference hall inLilongwe inMalawi wherethe UnitedNationsthrough
UNDP waspatientlybringingtogetherGovernmentandOppositioninaquestfor free
and fairelectionswhichwouldreplace the One PartyState;and
 I thinkof a courtroominBudapestwhere international lawyerswere strugglingwiththe
conceptof whoisa "people"forthe peoples'righttoself-determinationwhilstjust
downthe road, inthe formerYugoslavia,soldierswere assertingthatrightthroughthe
barrelsof guns.
For me,the UnitedNationsisan organizationof people.True,there are some time-serversand
incompetents.Butoverwhelmingly,the peopleIhave metare firedwiththe idealsthatoriginally
initiatedthisboldinternationalinstitution.Toquestforpeace andsecuritywithoutwhich,inthe nuclear
age,all wouldbe lost.To strive forsocial and economicdevelopmentsothatall people will share ina
goodlife andthe pursuitof happiness.Toreplace autocracyand oppressionwithfundamental human
rightsand the rightsof peoples.These were worthyidealsin1945. Theyremainworthyobjectives
today.
MR. AGUMBA’SASSIGNMENT
he 8-4-4 system ofeducation was introducedin 1984 and implementedinSecondaryschools in1985.
The curriculum was revisedin1992 and 2002. The revisionin2002 was intendedto address the
changing needsofthe country. The revisionwas based on the needsassessmentreport of 1999. The
issuesaddressedthrough the revisionincludedcurriculumoverload, overlapswithinand across
subjectsand mainstreaming ofemergingissuessuch as HIV and AIDs, childlabour, environmental
degradation and genderissues,among others.The revisionof the curriculum entailedrefocusingthe
goals of education,the Secondary school educationlevel objectives,andthe subjects’general and
specificobjectives.Since the implementationofthe curriculum in2003, Kenya Institute of Education
(KIE) has carried out monitoringof each phase ofimplementation.Basedon the monitoringreports,
KIE has revisedthe BusinessStudiessyllabusand introducedLife SkillsEducation intothe Secondary
school educationcurriculum.
Objectivesofthe Evaluation
The general objective was to establishthe extentto which the current Secondary school education
curriculum has addressedthe needsofthe Kenyan society.
The specificobjectiveswere to:

7. 1. establishwhetherthe revisedSecondary school curriculum objectiveshave beenachieved
2. assessthe extentto which the curriculum is relevantto the needsofKenyans
3. assessthe capacity of implementersofthe curriculum
4. establishthe availabilityand adequacy of resourcesfor implementationofthe revisedcurriculum
5. establishthe role of assessmentin curriculum implementation
6. assessthe role playedby school managementin curriculum implementation
7. propose strategiesfor meetingthe dictates of Vision2030.
Methodology
The summative evaluationadopted a cross-sectional surveydesign.Informationwas sought from
educational stakeholdersincluding363 Secondary school headteachers, 2769 Secondaryschool
teachers,1,606 students,597 parents,99 educationfieldofficers,26 universitydeansof schools of
education,46 representativesoffaith basedorganization, 26 prominenteducationistsand 155
membersof Boards of Governors.The study also sought informationfrom officialsofministriesof
educationin Malaysia and South Korea for purposes ofbenchmarking and adoption of bestpractices.
Based on the cross-sectional surveydesignapproach, both probabilityand non-probabilitysampling
procedureswere adopted during sample selection.Atotal of 231public and 190 private Secondary
schools(N=421) were sampled.
Data collectioninstrumentsfor thisstudy were: semi-structuredquestionnairesforeducationfield
officers,teachers,headteachers and learners;interviewschedulesforBoGs members,faithbased
leaders,and universitydeansof schools ofeducation. An observationschedule detailingthe
availability,adequacy and qualityof the facilitiesandequipmentwere also usedto collect data. Data
was analyzed both quantitativelyand qualitatively.
Findings
Achievementofthe Secondary School Education Objectives
The objectivesofthe Secondaryschool educationcurriculum have not beenfullyachievedas
envisagedin2002 curriculum rationalizationand revision.The evaluationrevealedthat some subjects
have difficultandbroad content; some schools have inadequate instructional materials; and
inadequate numberof teachers. Withregard to aspects that relate to innovationand the application
of technology,the curriculum is visiblydeficientasthe majority ofits products do not exhibitthose
attributes after school.Further, most respondentsindicatedthat the current curriculum has not
playedits role effectivelyinpromotingnational cohesionespeciallyinviewofthe post-election
violence that the country experiencedin2008. However,the evaluationrevealedthat the curriculum
encouragescontinuouslearning.
Relevance ofthe Curriculum
The evaluationestablishedthatthe centralizedcurriculum usedfor all regionsin Kenyadoes not take
into account the diverse needsoflearnersin their geographical and socio-cultural contexts.Further,
there has beena concentration on impartingtheoretical skillsat the expense ofpractical skillsand

8. desiredattitudesand values.Acquisitionof the practical skillshas beenfurther underminedby
inadequate facilities.Thishas particularly affectedthe learningof science and technical subjects
whose instruction requiresa practical approach. The curriculum revisionof2002 envisagedthat
learnerswould be equippedwithcompetenciestooperate effectivelyina knowledge basedeconomy.
The achievementofthis objective washamperedby lack of effective ICTintegration.
Althoughthe content with regard to moral and religiousvaluesissufficient,the emphasisduring
implementationison cognitive abilities resultinginrote learning.Coupledwithlack of role models
this approach hampers the acquisitionof moral valuesand this not only affectsthe individual
developmentbutalso the desiredvaluesof a responsible citizenforKenya.
The study also foundout that the curriculumhas not beenresponsive enoughtolearnerswith special
needs.Challengesthathave facedSNE include lack ofadequate and well trainedpersonnel and
inadequate facilitiesandresource materials. Further,the mode of curriculum packaging has tendedto
limiteffectivenessofthe implementationofthe curriculum for this group.
Capacity of Implementersofthe Curriculum
The study establishedthatthe majority of curriculum implementershave the requiredacademicand
professional qualifications.However,only47% of the teachersreported that they had received
orientationor in-service trainingto implementthe current curriculum. Most of these teachers
expressedsatisfactioninthe qualityof the orientationor in-service trainingreceived.
Capacity buildingin curriculumimplementationremainsone of the major challengesfacingthe
educationsector. However,there are no regular,scheduledin-service andorientationprogrammes to
continuouslyenhance the capacity of teachers to interpretand implementthe curriculum effectively.
Further,there is poor coordinationof in-service coursesofferedbythe differentplayers.Various
educationcommissions,taskforces and studieshave shown that in the majority of cases,
competenciesare not always matched with tasks. The Sessional Paper No.1 of 2005, on a ‘Policy
Framework on Education and Training’, emphasisesteacherdevelopmentunderwhichthe in-service
training of teachersis a key strategy. The policyarticulates the needfor continuousimprovementin
the qualityof servicesthrough continuousteacher development,the rationale beingto remove
existingweaknessesinteacherquality,and to equippracticing teacherswith skillsbeyondthose
acquired intheir pre-service training.
Availabilityand Adequacyof Resources
The school infrastructure which includes:buildings,science laboratories,playgrounds,and school
compound plays an important role in facilitatingacademic and physical educationin schools.The
evaluationshowedmost of the sampledschoolshad inadequate infrastructure for teaching and
learning.
Other important resourcesin teachingand learninginclude textbooks,charts, posters,library,
computers etc.The most commonly usedresource was foundto be the textbook.Some ofthe
recommendedbooksaccording to a monitoringreport have shallow content,contradictory
information,too much unnecessarycontent and factual errors (KIE 2007).

9. The study foundthat although teachersare available in all schools,high pupil:teacher ratio affects
completionofsyllabusesand leadsto heavyworkload and discontentedteachers.
AssessmentinCurriculum Implementation
The study foundthat schoolsburden learnerswith frequentcontinuousassessmentsat the expense of
learningdue to the high stakes placedon summative examination.Otherconsequencesofthis
situationinclude private tutoring,extra tuition, remedial teachingand use of commerciallydeveloped
examinationpapers whichat timesdo not conform to the curriculum or what the teacherhas taught.
Further,KNEC has developedaparallel syllabusto that of KIE and it appears to be more attractive to
teachers.
According to the teachers,the use of test resultsis to identifyweaklearnersfor remedial teaching,
assessachievementoflearningobjectives,assessabilityof differentlearners,andpromote learnersto
the nextclass. The learnersand parents stated that testshelpin the preparation for differenttypesof
questionsanticipatedin KCSE.
The Role of Managementin Curriculum Implementation
The findingsofthe evaluationrevealedthat most the headteachers have the requisite professional
qualificationsand most had attendedmanagement courses.Among the rolesplayedby head teachers
in managementof curriculum implementationare ensuringclass attendance by teachers and
students,procuring teachingand learningmaterials,monitoringand supervisionofcurriculum
implementation,andmaintenance of school records.
The evaluationrevealedthat most of the fieldofficersare unable to carry out their role effectivelyin
managementof curriculum implementationdue toinadequate funding.The BoGs are also actively
involvedinthe managementof Secondary schoolsbut indicatedthey lacked support from some
parents and communities.
Strategiesfor meetingthe dictates of Vision2030
At the onsetof the implementationofthe curriculum in 2002, one of the desiredoutcomeswas that
this curriculum wouldprepare the Kenyan learnerfor the challengesandopportunitiesof the 21st
Century.The summative evaluationsought to findout whetherthe learnersare adequately
stimulatedto strive for innovationsfor the enhancementof industrializationandmodern technology;
whetherthe curriculum providesopportunitiesforthe nurturing ofindividual talents.The findings
urge for more infusionofcontent on science,technologyandinnovation intothe Secondary
curriculum so as to developthe requisite skillsinthe learnersfor further training inSTI. This would
realignthe curriculum to the dictatesand aspirationsof Vision2030.