An Assessment of Preliminary Issues on the Implementation of Kiswahili Oral Literature Syllabus for Secondary Schools in Marakwet District, Kenya
Eunice Suter

Abstract
Following the curriculum review of 2002, Kiswahili oral literature has been given prominence by the Kenya Institute of Education (KIE). It was examined for the first time at the end of 2006 by the Kenya National Examination Council (KNEC). The study assessed the implementation of the Kiswahili oral literature syllabus in secondary schools in Kenya based on Gagne's conditions of learning theory, which states that effective learning only occurs in specific conditions. The study employed descriptive survey research design. The area of study was Marakwet District. The target population included Kiswahili teachers, heads of department and students from all the ten secondary schools in Marakwet District. From this, stratified, purposive and simple random sampling techniques were used to get a sample from the population. The study used both primary and secondary data. Data was gathered through observation, interview schedules and questionnaire. Questionnaire was the main source of primary data. Data from questionnaire was analyzed using frequencies, tables and percentages using SPSS. The major findings of the study indicated that majority of the respondents agreed that Kiswahili oral literature was introduced in the syllabus without a pilot study with most of them saying that the syllabus was introduced without induction of teachers. The study is significant in that it will be useful in guiding the implementation of the new syllabus. In general, it will stimulate further research in the field of Kiswahili literature. The study recommends continuous in-servicing and training of Kiswahili oral literature teachers through seminars, workshops, conferences, symposia and subject panel meetings.

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