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.

这种回应建立在Windows和镜子一文中提出的一些问题的基础上：美国印第安纳大学普渡大学的Jomo W. Mutegi和肯尼亚莫伊大学的Lazarus O. Momanyi通过肯尼亚的Jua Kali反映了美国科学课程的三幅图像。特别是，需要有一个操作科学教育课程结构和一个相关的教育系统，以发展学习者的社会，个人和认知能力以及对社会的影响。太少了：教育以防万一？在强调当前对肯尼亚教育系统的改革的同时，对课程负担过重，产出很少的意义提出了质疑。