دورية أكاديمية
Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms
| العنوان: | Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms |
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| اللغة: | English |
| المؤلفون: | Inyega, Justus O., Arshad-Ayaz, Adeela, Naseem, M. Ayaz, Mahaya, Evans W., Elsayed, Dalia |
| المصدر: | FIRE: Forum for International Research in Education. 2021 7(1):1-23. |
| الإتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative Information Analyses |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | 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 |
| مصطلحات جغرافية: | Kenya |
| تدمد: | 2326-3873 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1289950 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2326-3873 |
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