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A desirable education system should nurture and develop learner`s potential through holistic implementation of the set curriculum. An examination-oriented fails to inculcate practical skills, knowledge, desired values, beliefs and attitudes in learners. The purpose of the study therefore was to assess the implications of examination-oriented system of education on the development of holistic learners in public secondary schools, Nyeri County, Kenya. The objectives of this study were to establish the effects of examinations, school factors, and curriculum implementation on the development of holistic learners in public secondary schools in Nyeri County, Kenya. Questionnaires were administered to teachers, students and principals. The study revealed that an examination-oriented system of education triggered examination malpractices a common phenomenon in secondary schools in Kiambu County. The study recommends that curriculum planners, developers and designers should evaluate content to be taught, its method of delivery and testing to ensure that learning and testing covers the four domains of knowledge. The Ministry of Education should ensure that secondary school curriculum implementation is done appropriately within the time frame of each level. At the same time, teachers should adhere to the appropriate implementation of Secondary School Curriculum in order to avoid examination oriented teaching.

To Determine the Effects of the Role of Examinations on the Development of All-Inclusive Learners in Secondary Schools Nyeri County, Kenya