RELEVANCE OF CURRICULUM CONTENT TO RADICALIZATION PREVENTION AMONGST STUDENTS IN SECONDARY SCHOOLS IN KENYA.

Abstract

The focus for this study is on relevance of secondary school curriculum content towards youth radicalisation prevention in schools. The objectives that guided the study were (i) To determine ways in which the current secondary school curriculum content is relevant in radicalisation prevention in Kenya (ii) To identify subjects that contain relevant content to radicalization prevention (iii) To gather suggestions for improving the current secondary school curriculum for radicalisation prevention in schools. This study used triangulation mixed method research design and was carried out in Kamukunji Sub-County, Nairobi County, Kenya. Study sample comprised of 259 respondents who were used to collect information using questionnaires, interview guides, and document analysis guides. Data was analysed both quantitatively and qualitatively. Findings revealed that subjects such as History, Religious Education and Life Skills Education (LSE) contained some content on promoting peace, respect, law and order, good citizenship and avoiding conflicts which are relevant in radicalization prevention. In most other subjects, little or no relevant content to radicalization prevention was found. The study concluded that there was limited content on radicalisation prevention in the curriculum and recommended curriculum revision to integrate relevant information on radicalisation prevention at all levels in secondary school and in all subjects.