Education in Kenya and Agricultural Indigenous Knowledge Systems(AIKS)

Philosophical arguments recognize that customs and its authenticity are endowed afresh from generation to the next in the Kenyan competency-based education system. However, the 8.4.4 education system in Kenya has over time felt deficit of its philosophical aims of existentialism and functionalism of key pedagogical skills as an outcome among learners of agricultural subject. This is despite tremendous paradigm shifts in nature and scope of curriculums orchestrated through education reforms such as reports and commissions under the Ministry of Education. The current nature of 8.4.4 education system in Kenya is administered in foreign culture and void of functionalism and existentialism competencies of agricultural indigenous knowledge systems. This repudiates the Africäs originality and disintegrates the social norms in the education curriculum. The study considered qualitative paradigm methodological approach and theory of self-reliance as essential tool for precarious exploration of the existing literature on education systems in Kenya. The indigenous knowledge systems of teaching agriculture mirrors thinking back to the learner that is critical and analytical thinking.