Human capital and functionalist paradigms underpin the stance taken by most governments to education policy. These models have also had a profound effect upon the determination of education priorities in the poorest states and, indeed, upon aid policy. This paper argues, on the basis of evidence from the papers in this volume and from the wider…

Author tried to suggest some of the ways long-standing values appear to be thwarting desired educational objectives in Kenya. The curriculum design model being followed was evaluated. (Author/RK)