The Ethical Dilemma of School Curriculum Implementation and Implications on Teacher Preparation in Kenya
Education in Kenya focuses on the holistic development of the individual learner based on the cognitive, psychomotor and affective domains of learning. Such learning should provide more opportunities for student participation in the learning process and less examination-oriented teaching and learning. It should be guided by a curriculum that considers issues of scope, sequence, continuity, integration and balance both during its design and implementation. This paper focuses on the ethical dilemmas in the process of curriculum implementation in schools in Kenya which negatively affect the role of education as an agent of development. It highlights ethical issues that arise in the teaching and learning process regarding the principles of learning derived from the psychological foundation of the curriculum. It explores the implications on teacher preparation in Kenya with a view to alleviating the current stresses experienced in the schools affecting both the students and teachers and the society at large.