Catherine Adhiambo Amimo

Professional development for teachers has, in the past, failed to achieve its goals because of failure of supervisors to conceptualize and conduct the programs in such a way that teachers are able to internalize and use the new knowledge and skills. The complexity of the entire process demands a supervisory approach that will help teachers to change their behaviours, attitudes and practices.

Curriculum change can be a difficult, sinous and chaotic process. It is often surrounded by philosophical debates, fears, apprehension and to the extreme, open resistance. In this paper, an attempt is made to guide the change agents

While every effort is made to promote modern education, the authenticity and potential of traditional African education has to be recognized. As African educators we can not always afford to focus on western education for solutions of African problems. These problems are indigenous to Africa and largely require practical solutions as espoused in traditional African education.