Journar of Educatioo and Practice 
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) VoL4, No.1, 2013 
www iiste. org 
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Evaluation of Implementation of the Revised Kiswahili Curriculum: A Case of a Teachers' College in Kenya 
Dr. Paul M Maithya 
School of Education 
Narok University College, Kenya P.O. Box 555 - 00202 Nairobi, Kenya Email: mpmaitbya2006@gmail.com 
 
Abstract 
The revised Kiswahili curriculum is a curriculum in which Kiswahili subject is compulsory and a teacher trainee is expected to pass in the subject in order to be awarded the certificate of Primary Teacher Education (PTE). This is opposite to the previous Kiswahili curriculum where it was not a must for one to pass in Kiswahili to be awarded PTE certificate. The evaluation study aimed at providing important information to curriculum implementers and management for making informed decisions on teaching, learning, assessment process and improvement of the subject. Combinations of ex post facto and naturalistic designs were utilized. Many of the participants believed that to great extent the curriculum was realistic and practical; and the implementation was effective though with some difficulties. It was concluded that if the all the hindrances were eliminated then the implementation would be perfected. 
Key words: evaluation, implementation, revised, curriculum, Kiswahili, teachers, college, Kenya 
1. Introduction 
Kiswahili is an indigenous African language of Bantu origin spoken by over 65% of Kenya's population (Heine, quoted in Mazrui & Mazrui, 1995: 19. Kiswahili language is used in East and Central Africa. Kiswahili is the national language of Kenya and official language according to the Constitution of Kenya 2010 (Republic of Kenya, 2010). Kiswahili has been a compulsory and examinable subject from the first year of primary school up to the last year of secondary school and in primary teacher training colleges. This language is also used for instruction in the lower primary school in urban areas and in areas where it is the common, The main advantage ofKiswahili in Kenya is that it is considered ethnically 'neutral' (Mazrui & Tidy, 1984:300). It is not associated with any particular ethnic community. 
The revised Kiswahili syllabus in primary teacher training colleges in Kenya expect learners at the end of their course to, among other things, be able to: listen with understanding, express themselves clearly, logically and coherently in writing and speech, to read with comprehension, and to communicate appropriately and be able to teach the subject effectively (Kenya Institute of Education, 2004). 
In research done by Olasya (1988), it was found that over 60% of the teachers in one of Kenya's provinces had not attended any seminar or course for the teaching of Kiswahili for several years. This could adversely affect the quality of instruction and learning of the language. However, this evaluation it was establish whether or not it was one of key concerns of the subj ect trainers. 
In some books, the content is not well graded (Olasya, 1988). This could be hindrance to effective implementation of the Kiswahili curriculum. This evaluation was to establish whether quality of recommended Kiswahili textbooks was of concern to both teacher trainees and Kiswahili lecturers in the college and the possible remedy to the challenge. 
In a study done by Salim (1992), it was found that there was an average of one book for every four or more learners. This evaluation was to establish whether learning materials were one of the main challenges faced by teacher trainees in learning under the revised Kiswahili curriculum Hence, the management was to make informed decision. 
Many of the Kiswahili teachers may not have had good basis of the subject prior to their training (Kangatunyi, 1990). With the fact that Kiswahili is a compulsory subject in primary teacher training colleges in Kenya, many teacher trainees could have become Kiswahili teachers although they would under different circumstances have chosen to teach other subjects. This state of affairs could have likely affected the quality of Kiswahili teaching and learning. This evaluation sought to establish the teacher trainees' background in Kiswahili subject and their preference for the revised Kiswahili curriculum. This was to assist the subject lecturers and the college management in making informed decision on implementing the revised KiswahiJi curriculum. From the literature reviewed, there was no systematic evaluation of the implementation of the revise Kiswahili curriculum that had been done in the college or even the previous curriculum. The studies referred here were based on pure research not on evaluation. They were on general learning and teaching of the subject in the country. Since some of the studies were done a lot of changes could have occurred, however, they formed comparison basis of the findings and the conclusions, bearing in mind that the facts could have not changed. 
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