RELEVANCE OF SECONDARY SCHOOL CURRICULUM IN PREVENTING RADICALISATION AMONGST STUDENTS IN KAMUKUNJI SUB-COUNTY, NAIROBI COUNTY, KENYA

Abstract

The purpose of this study was to assess the relevance of secondary school curriculum in preventing radicalisation amongst secondary school students. It was guided by the following research questions: (i) In what ways is the content in the current secondary school curriculum relevant in radicalisation prevention in Kenya? (ii) In which ways has the secondary school curriculum been used to address drivers of youth radicalisation in Kamukunji Sub-County in Kenya? (iii) How has radicalisation awareness been created through the school curriculum? (iv) How can school curriculum be improved to enhance radicalisation prevention in schools? The study used triangulation mixed method research design with a convergence model. Schools were sampled using cluster sampling, students were sampled through simple random sampling, teachers using quota sampling and KICD officers using criterion sampling. Data were collected using questionnaires, interview guides, and Document Analysis Guides. Quantitative data were analysed using descriptive statistics while Qualitative data were analysed through coding and themes generation. Findings of this study revealed that content in the secondary school curriculum has some little relevance in radicalisation prevention where concepts such as being respectful, fair, tolerant, peaceful, and democratic are taught. This content is found in very few subjects. Illiteracy, unemployment and idleness which are some of the radicalisation drivers were found to be minimally addressed through the school curriculum whereas most drivers are not addressed at all. Findings also revealed that formal secondary school curriculum in Kenya was rarely used for raising radicalisation awareness. Nevertheless, a little was found to have been done using the non-formal curriculum. The study concluded that the current secondary school curriculum has minimal relevance to radicalisation prevention. It recommended that more relevant content to radicalisation prevention should be added in the curriculum, the curriculum should be based on learners needs and the government should use more strategies to create awareness of radicalisation menace amongst youths. Ethical considerations were adhered to in the design, conduct, analysis and dissemination phases of the study.