The purpose of this study was to conduct a comprehensive review of the growth of primary education in Kenya and to examine developmental patterns that have emerged during the evolvement of this education, from pre-colonial times to the coming of European influence and the post-independence era. The study had as its main goal the discovery of how these patterns of change have shaped today's education in Kenya, and how they are likely to influence the future planning of primary education in the Republic of Kenya.The report was predicated on the proposition that since patterns of change in education are likely to be a common feature to all nations around the world, it might be advantageous to examine Kenya’s development patterns in a wider context of at least two other nations—one, a developing, non-Western country, and the other, a developed, Western nation. It was further proposed that a review of educational growth experienced in these two nations might contain implications relevant to the future planning of education in Kenya. The two countries selected were: the Republic of India and the United States of America.The study was conducted by means of a wide survey of the literature on Kenyan education available in and through the Ball State University Library. In the chapters dealing with the development of primary education in India and in the United States, data collection was based on literature materials available. Chapter seven included questionnaires developed as data-gathering instruments in Kenyan primary schools. These instruments were proposed as a beginning point in designing programs of educational evaluation in Kenyan schools.The following patterns were observed with regard to the emergence of modern education in Kenyan:1. An informal, traditional African system of education existed in Kenya long before and at the coming of Europeans to Africa.2. The modern primary school in Kenya emerged with the coming of European influence, particularly the Christian missionaries. This influence transformed African indigenous education from its traditional nature to the formal, Western system.3. Efforts of Kenyan educational authorities to make the school relevant to modern African needs has resulted in transitional problems which have included insufficient educational facilities and resources to meet the needs of all children of school going age in the nation. To combat these problems, the Kenyan government, with the cooperative efforts of other educational agencies in Kenya, has instituted extensive rural development programs to expand educational facilities and to offer a wide base of alternative programs for post-primary education.Based on the review of educational developments in India and in the United States, the following patterns were recommended for experimental implementation in Kenya:1. Installation of a combined multi-purpose primary and secondary school system to determine if a multipurpose school system will increase educational alternatives for a wider range of pupil interests and aptitudes.2. A national review of the current primary and secondary school curricula to determine whether the two curricula systems are compatible with each other.3. That a school curriculum be designed based on community improvement projects with the intent to improve and increase agricultural production.4. Implementation of extensive in-service and retraining programs for primary school teachers while long-term measures are taken to systematically upgrade teacher education by making all teacher training colleges part of a university system.

This study explored the teaching of agriculture in Kenya's primary schools. It sought in particular to determine how the principles of "modern" agriculture may be taught effectively. / Previous studies on education and agricultural productivity have ignored the mechanisms through which schooling affects the acquisition of agricultural knowledge and skills. This study attempted to bridge this gap. To do so field work was carried out in four schools and their catchment areas in Kiambu and Kwale districts of Kenya. The data stemmed from field notes, tape recorded lesson transcripts, interviews and questionnaires as well as an exhaustive review of prior studies and government documents. / The findings indicate that the schools offer possibilities for effective teaching of the principles of "modern" agriculture. However, whether or not the school will play this role well or poorly depends largely on the improvement in general of the quality of primary schooling. This task involves increasing school resources, modification of the agricultural curriculum, improvement of teacher training, change in teaching methods and assessment policies.

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