Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms

Autor/inn/en	Inyega, Justus O.; Arshad-Ayaz, Adeela; Naseem, M. Ayaz; Mahaya, Evans W.; Elsayed, Dalia
Titel	Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms
Quelle	In: FIRE: Forum for International Research in Education, 7 (2021) 1, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Educational Change; Curriculum Development; Educational History; Social Change; Curriculum Implementation; Outcomes of Education; Foreign Countries; Competency Based Education; Foreign Policy; Self Determination; Preschool Education; Elementary Secondary Education; Higher Education; Formative Evaluation; Summative Evaluation; Student Evaluation; Special Needs Students; Kenya + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Sozialer Wandel; Lernleistung; Schulerfolg; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Außenpolitik; Selbstbestimmung; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Sonderpädagogischer Förderbedarf; Kenia
Abstract	This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01