Abstract:
The study aimed at assessing teacher’s experiences in the implementation of the current Bible
Knowledge (B/K) secondary school curriculum, implemented in 2015. Ten years have passed,
since the implementation of the curriculum, yet the perceptions and experiences of teachers after
adding contemporary issues is not known. Contemporary issues like climate change, human rights,
marriage, governance, HIV and AIDS, environmental degradation, relationship between the
church and the state, moral decay among others were added to the curriculum. The study was
qualitative in nature and assessed the experiences of teachers in implementing the curriculum;
analyzed the challenges teachers are facing and examined possible solutions to the challenges. The
participants to the study were eight Bible Knowledge teachers and forty students in four selected
secondary schools in NED, sampled purposively. For triangulation of data, three methods were
employed namely: document analysis, observations and interviews. The collected data were
analyzed thematically. The study established that there is a mixed perception by teachers who
participated in this study over the change made to the B/K curriculum. The majority feel it is a
good initiative and worth implementing because, it is relevant for human survival, assessment of
learning outcomes and support for route system of education. Few teachers feel it is a waste of
time due to curriculum overload and some content they perceive as conflicting. The
recommendations made by the study are: adherence to Continuous Professional Development
policy and other in- service trainings to help with collaboration for those teachers struggling to
implement change; challenging stakeholders, PTA and NGOs currently working with educational
institutions to focus on resource mobilization and mingling contemporary issues in every topic to
remove negative perception that they are less important.