Teachers’ Perception on Integration of Indigenous Knowledge Systems in Competence Based Curriculum at Selected Primary Schools in Buuri East Sub-County

Abstract

Globally, the discourse on integration of indigenous knowledge in school curriculum in Sub-Saharan African countries, Kenya included, is and continues to be a dominant theme. Despite the numerous pleas for integration of indigenous knowledge in school curriculum, the majority of stakeholders feel there is need to integrated indigenous knowledge in formal school curriculum. This study sought to explore how various indigenous knowledge systems (IKs) are integrated in primary schools in Buuri east sub-county in the wake of new competence-based curriculum in Kenya. The objectives of the study were; to explore the various types of IKs; to examine the extent to which (IKs) have been integrated in the school curriculum; and to determine hindrances to effective integration of (IKs) in the curriculum. The study adopted descriptive survey research design. Cluster sampling technique was applied, where a sample of 13 clusters were sampled. Data was collected using questionnaires from 65 teachers who were purposively selected from the sampled cluster and analyzed using statistical package for social science (SPSS). Descriptive statistics were generated and presented in in tables and figures. The findings indicated that only 36% of the respondents were aware of what IKs systems were, and as a result, its integration into the curriculum wouldn’t be possible. However, it was found out that the most practiced IKs in the region were Agriculture, weather patterns and food habits at 33%. History and culture IKs were found to be preferred for integration at grade 1. This would help in enculturating culture and historical identity of the local community. Inadequate resources, unsupportive parents, unclear guidelines and mixed cultures in school set ups hampered the integration of IKs in the curriculum. The study recommends clear policies, regulations and guidelines on integration of IKs in the Competence Based Curriculum be put in place.