Abstract:
Abstract- Education is a very crucial social institution. As it
were, such an institution must constantly be monitored and
evaluated to ensure that it serves the purpose for which it was
formed. Should a negative appraisal report result from such an
exercise, reforms are bound to happen – not necessarily in the
education system itself or a part of it, but in any other sector that
may be deemed deficient. Accordingly, this paper takes issue
with Kenya’s educational reforms that initially sound genuine
and promising, only to end up as a hype that bears no tangible
fruits. The paper sets out to analyze the most recent reforms
carried out in the Kenyan Basic Education Curriculum, with a
view to establishing the authenticity of such reforms viz a viz
their basis. It has employed Content Analysis method and
dialectics to critique the recent reforms in the Kenyan Basic
Education Curriculum. The analysis is hinged upon Decker
Walker’s theory of curriculum development that bases on a
naturalistic model of deliberation. The paper contends that our
society expects too much from the education process but never
endeavours to interrogate her own role in that process. When
their expectations are finally unmet, the society clamours for
immediate reforms without first establishing where the actual
problem lies. Consequently, the reforms are centrally carried out
by policy makers who seem out of touch with reality. Such
reforms become cyclic and therefore cosmetic since they are
unfounded. And when implemente
