Abstract
This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum structure and a relevant educational system aimed at the development of social, personal and cognitive competence of the learner and the impact on society. Too much too little: Educating just in case? Questions the sense in having curriculum overloads with very minimal output while highlighting on current reforms to the Kenyan education system.
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