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The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is to assess the success and or failure of the innovations and determine the lessons learned that can inform future design and implementation of curriculum innovations designed to improve the quality of education.

This was a desk review of curriculum policy documents and related research literature. The documents analysed included various education commission reports produced by education commissions, committees and task forces appointed to inquire into education and make recommendations to government; primary school syllabuses and related research literature.

The review has revealed that the curriculum innovations recommended and implemented in Kenya have targeted the attainment of the goals of individual and national economic development; national identity and unity; socio-cultural, moral and ethical development; cognitive development and globalization; and psycho-social skills development. Many of the innovations have not been implemented effectively. Impediments to effective implementation have included hasty implementation, limited in-service training for teachers, inadequate ongoing professional support for teachers, and inadequate resources.

Achieving effective curriculum innovation is not easy. It requires greater participation in curriculum decision making, patience in training those in various levels of the curriculum implementation process and enormous resources.

In adopting content analysis as a methodology, the paper constitutes a unique contribution to the study of curriculum innovation in Kenya.

Previous studies have shown that soft skills play a significant role in applicants' employability and in the job search, recruitment, selection and hiring process. However, past research indicates a gap in perceptions of soft skills, between employees and employers. The present empirical research aims to explore this gap in perceptions and to suggest effective ways to resolve any mismatch. Demographical factors affecting these perceptions are also taken into consideration for the analysis.

A quantitative research design has been applied. The survey undertaken, covers all three main sectors of employment (manufacturing, retail and services), with 151 employee–employer dyads around Greece participating in the survey. Paired sample t-test, independent t-test and One-way ANOVA were used to analyze the data.

The results show a gap between employees' and their subsequent employers' perceptions of employees' soft skills. Employees seem to regard their skills more highly than do their employers, whereas employers seem to consider employees as not properly equipped with the necessary soft skills. These findings are a worrying sign for business operations and suggest that difficulties in manager–employee co-operation can arise.

This study has both theoretical and practical implications. It adds to the literature in human resources appraisal process by identifying soft skills perceived differently by employees and employers. It also highlights the reasons for that gap and makes suggestions for the enhancement of required skills.

The majority of previous studies in the field focus either on employees' or employers' perceptions, without comparing them. In addition, the few former studies attempt a comparison focused on students as employees or trainees, with no previous work experience. The current study focuses on employees whose work experience has already shaped perceptions of their skills and employability.