1.
a) Differentiate between the following
curriculum designs ;
i)
Learner-centered design and,
ii)
Subject centered design. (6 Marks)
Learner-Centered Design:
1. Focus on the
Learner:
·
Emphasis: The learner-centered design places the learner at
the core of the educational process. It tailors the curriculum to the needs,
interests, and learning styles of individual students.
2. Flexible and
Personalized:
·
Flexibility: This design allows for
flexibility and adaptability in the curriculum to accommodate the diverse needs
and abilities of students. It recognizes that learners may progress at
different rates and have different preferences for learning.
3. Holistic
Development:
·
Goal: The primary goal is the holistic development of
the learner—cognitive, emotional, social, and physical. The curriculum aims to
nurture critical thinking, problem-solving skills, and a love for learning.
4. Active
Learning:
·
Teaching Approach:
Learner-centered design often promotes active learning strategies,
collaborative activities, and hands-on experiences. It encourages students to
be actively engaged in the learning process.
5. Real-World Application:
·
Relevance: The curriculum is designed to
be relevant to real-world situations. It connects theoretical knowledge with
practical applications, allowing learners to see the practical implications of
what they are studying.
6. Assessment
Methods:
·
Assessment: Assessment in a
learner-centered design focuses on a variety of methods, including formative
assessments, project-based assessments, and portfolios. It aims to capture a
comprehensive understanding of the learner's progress.
Subject-Centered Design:
1. Focus on
Subjects or Disciplines:
·
Emphasis: The subject-centered design places the academic
subjects or disciplines at the center of the curriculum. It is organized around
specific subjects, such as mathematics, science, literature, etc.
2. Prescribed Content:
·
Structure: The curriculum structure is
predetermined, often following a standardized set of subjects and content. The
focus is on covering a prescribed body of knowledge in each subject.
3. Uniformity
and Standardization:
·
Consistency: Subject-centered design tends
to be more uniform and standardized, providing a consistent curriculum across
schools. The emphasis is on covering a set curriculum to meet established
educational standards.
4. Teacher-Centric
Instruction:
·
Teaching Approach: The
instructional approach is often teacher-centric, where teachers are the primary
source of information. The emphasis is on transmitting knowledge from the
teacher to the students.
5. Assessment of
Knowledge:
·
Assessment: Assessment in a
subject-centered design typically involves standardized testing and
examinations to measure the students' understanding of the content in each
subject.
6. Disciplinary
Silos:
·
Structure: The curriculum is structured
around distinct disciplinary silos, with each subject being taught
independently. There may be less emphasis on interdisciplinary connections.
Differentiation:
1. Focus:
·
Learner-Centered: Focuses on
the individual learner, addressing their needs, interests, and learning styles.
·
Subject-Centered: Focuses on
academic subjects, following a predetermined curriculum structure.
2. Flexibility:
·
Learner-Centered: Emphasizes
flexibility, adaptability, and personalized learning experiences.
·
Subject-Centered: Tends to be
more rigid and standardized, with a set curriculum to cover.
3. Teaching
Approach:
·
Learner-Centered: Promotes
active learning, collaboration, and real-world applications.
·
Subject-Centered: Often
involves teacher-centric instruction, focusing on the transmission of
subject-specific knowledge.
4. Assessment:
·
Learner-Centered: Utilizes a
variety of assessment methods, aiming to capture a holistic understanding of
the learner's progress.
·
Subject-Centered: Often relies
on standardized testing and examinations to assess subject-specific knowledge.
In summary, the key distinction lies in the
orientation—learner-centered design revolves around the individual learner,
tailoring education to their needs, while subject-centered design revolves
around academic subjects, following a predetermined curriculum structure.
b)
Define the following
terms in relation to curriculum;
i)
Aims. (2
Marks)
ii)
Goals. (2
Marks)
iii)
Objectives. (2
Marks)
iv)
Syllabus. (2
Marks)
v)
Education. (2
Marks)
v) Syllabus:
·
Definition:
A syllabus is a document that outlines the content, topics, and sequence of
instruction for a specific course or subject within the curriculum. It provides
a detailed plan of what will be covered during the academic term, including key
concepts, learning materials, and assessment methods. The syllabus serves as a
guide for both teachers and students.
·
Education;defines education as a process of acquiring and
developing desirable knowledge, skills and attitudes
·
Aims • Aims are starting
points. • They are end points. • They
are distant and long-ran ge tar gets that are achieved at the end of life.
Examples of aims are: 1. To be self – reliant. 2. Self – Realization. It will
take a long period of time to make a child to be self- reliant or to realize
himself or herself.
·
•
Goals are outcomes of education. • They are statements
that give direction to what is to be done by teachers and educators. • They are
the guiding statements that tell teachers what is to be achiev ed. • Goals are
gener al descriptions of desired outcomes. • Goals ar e relatively short-term targets that are achieved at the end
of a programme or school life
·
•
Objectives are immediate and shot –term targets. • They
are specific outcomes. • Objectives are statements about the outcomes of
learning activities. • They are target which describes the knowledge, skills
and attitudes to be acquired
c)
Outline
four fundamental questions advanced by Ralph Tyler in curriculum development. (4
Marks)
Ralph Tyler, a prominent educator and influential
figure in curriculum development, proposed four fundamental questions that form
the basis for systematic curriculum planning. These questions are often
referred to as Tyler's Four Basic Questions or Tyler's Rationale. They serve as
a framework for designing effective and purposeful curricula. The four
questions are:
1. What
educational purposes should the school seek to attain?
·
This question addresses the overarching aims or
goals of the educational program. It prompts curriculum developers to clarify
the broad and general outcomes they aim to achieve. Answers to this question
provide the foundation for setting the overall direction of the curriculum.
2. What
educational experiences can be provided that are likely to attain these
purposes?
·
This question focuses on the design of specific
learning experiences that will contribute to achieving the educational purposes
identified in the first question. It involves determining the most effective
methods, instructional strategies, and activities to facilitate the desired
learning outcomes.
3. How
can these educational experiences be effectively organized?
·
This question deals with the organization and
sequencing of the curriculum. It explores the logical and systematic
arrangement of learning experiences to optimize the educational process.
Considerations include the order in which topics are presented, the progression
of difficulty, and the integration of different subjects or disciplines.
4. How
can we determine whether these purposes are being attained?
·
This question addresses the assessment and
evaluation of student learning. It involves the development of criteria and
methods for measuring the extent to which educational purposes are being
achieved. This step is crucial for ongoing improvement and accountability in
the educational process.
These four questions provide a comprehensive framework
for curriculum development, guiding educators and curriculum planners through
the process of defining educational goals, designing relevant learning
experiences, organizing content, and assessing the effectiveness of the
curriculum. Tyler's Rationale remains influential in shaping curriculum
development practices and ensuring a systematic and purposeful approach to
education.
d)
Show how the following three dimensions of
curriculum differ;
i)
Formal curriculum. (2 Marks)
ii)
Informal curriculum. (2 Marks)
iii)
Non-informal curriculum. (2 Marks)
) Formal Curriculum:
·
Definition: The formal curriculum refers to
the planned and structured set of courses, content, and learning experiences
that are intentionally designed by educational authorities, institutions, or
curriculum developers. It encompasses the official and explicit elements of the
curriculum, including the stated goals, objectives, and instructional
materials.
·
Characteristics:
·
Structured and Planned: The formal
curriculum is carefully organized, with a predetermined structure and sequence
of subjects or topics.
·
Official Documentation: It is
documented in official curriculum documents, such as syllabi, textbooks, and
curriculum guides.
·
Intentional Design: Curriculum
planners intentionally design the formal curriculum to achieve specific
educational goals and outcomes.
ii) Informal Curriculum:
·
Definition: The informal curriculum refers
to the unintended, implicit, and often unplanned learning experiences that
occur within the school environment. It encompasses the values, behaviors,
attitudes, and knowledge that students acquire through interactions with peers,
teachers, and the school culture, even though these may not be part of the
official curriculum.
·
Characteristics:
·
Unintentional Learning: Informal
learning occurs without explicit planning or intention by educators.
·
Social Interactions: Informal
curriculum is often transmitted through social interactions, peer
relationships, and the overall school culture.
·
Hidden Curriculum: It includes
aspects of the "hidden curriculum," such as social norms, values, and
attitudes that are indirectly conveyed in the school environment.
iii) Non-formal Curriculum:
·
Definition: The non-formal curriculum
refers to organized and structured educational activities that occur outside
the traditional formal educational system. These activities are designed to
meet specific learning objectives but may not lead to formal credentials.
Non-formal education often targets specific skills, competencies, or knowledge
areas.
·
Characteristics:
·
Structured Learning: Non-formal
education involves organized and structured learning activities, but it is not
part of the formal school system.
·
Flexible Settings: It takes
place in a variety of settings, such as community centers, workshops, or
vocational training programs.
·
Targeted Learning Objectives: Non-formal
education is often designed to address specific learning needs or skill
development, providing flexibility and adaptability to diverse learner needs.
Differences:
·
Formal vs. Informal: The formal
curriculum is intentionally planned and structured, while the informal
curriculum is unplanned and emerges through interactions and the school
environment.
·
Informal vs. Non-formal: Informal
curriculum arises unintentionally within the school setting, whereas non-formal
curriculum involves organized learning activities outside the formal school
system.
·
Formal vs. Non-formal: The formal
curriculum is an integral part of the formal education system, leading to
recognized credentials, while non-formal curriculum may not result in formal
academic qualifications but serves specific educational purposes.
These three dimensions of curriculum highlight the diversity and
complexity of educational experiences, encompassing both planned and unplanned
aspects within and outside the formal education system.
e)
Explain the importance of foundations of
curriculum. (4 Marks)
The foundations of curriculum serve as the theoretical and
philosophical underpinnings that guide the development, implementation, and
evaluation of educational curricula. These foundations provide a framework for
educators, curriculum developers, and policymakers to make informed decisions
about what, why, and how students should learn. The importance of the
foundations of curriculum can be understood through various perspectives:
1. Philosophical
Foundation:
·
Importance: Philosophical foundations help
define the purpose of education and the fundamental beliefs about the nature of
learners, knowledge, and the learning process.
·
Role: Philosophical foundations guide educators in
making value-based decisions, shaping the overall goals and objectives of the
curriculum.
2. Psychological
Foundation:
·
Importance: Psychological foundations
inform educators about how students learn, develop cognitively and emotionally,
and acquire skills and competencies.
·
Role: Understanding psychological principles helps in
designing instructional strategies, assessments, and learning experiences that
align with students' cognitive and emotional needs.
3. Sociological
Foundation:
·
Importance: Sociological foundations
address the social context of education, including cultural diversity, societal
values, and the relationship between education and society.
·
Role: Consideration of sociological factors helps in
creating a curriculum that is relevant, inclusive, and responsive to the
diverse needs of students and the broader community.
4. Historical
Foundation:
·
Importance: Historical foundations provide
insights into the evolution of educational systems, the development of
curricular models, and the impact of past practices on present educational
trends.
·
Role: Understanding the historical context helps in avoiding
the repetition of ineffective strategies and in learning from successful
educational approaches.
5. Cultural
Foundation:
·
Importance: Cultural foundations address
the role of culture in shaping educational practices, values, and perspectives.
It emphasizes the importance of cultural diversity and inclusivity in the
curriculum.
·
Role: Recognizing cultural influences helps in creating
a curriculum that respects and integrates diverse cultural perspectives,
fostering a more inclusive learning environment.
6. Economic
Foundation:
·
Importance: Economic foundations consider
the economic implications of education, including the relationship between education
and workforce development.
·
Role: Aligning education with economic needs helps in
preparing students for future employment opportunities and contributes to
societal development.
7. Political
Foundation:
·
Importance: Political foundations address
the role of education in shaping civic values, citizenship, and the
relationship between education and government policies.
·
Role: Understanding the political context helps
educators navigate policy changes, advocate for educational reforms, and
contribute to the development of responsible citizens.
8. Legal
Foundation:
·
Importance: Legal foundations encompass the
laws, regulations, and policies that govern education. They define the rights
and responsibilities of educators, students, and other stakeholders.
·
Role: Adhering to legal foundations ensures that the
curriculum is in compliance with educational laws, standards, and regulations,
providing a legal framework for educational practices.
In summary, the foundations of curriculum play a crucial role in
shaping the direction, content, and practices of education. They provide a
comprehensive framework that considers philosophical, psychological,
sociological, historical, cultural, economic, political, and legal dimensions,
contributing to the development of effective and meaningful educational
experiences for learners.
2.
a) Explain the four components of curriculum. (12 Marks)
The
curriculum is a multifaceted concept, and its development involves
consideration of various components that collectively contribute to the
educational process. The four essential components of the curriculum are:
1. Aims and
Objectives:
·
Definition: Aims represent the broader,
overarching goals of education, expressing the fundamental purposes and
aspirations of the curriculum. Objectives, on the other hand, are specific,
measurable statements that delineate the intended learning outcomes expected from
students.
·
Role: Aims and objectives provide the foundation for
curriculum development by guiding educators in defining the desired educational
goals and specifying the measurable outcomes that demonstrate the achievement
of those goals.
2. Content:
·
Definition: Content refers to the subject
matter, topics, and knowledge that are included in the curriculum. It
encompasses the information, skills, and concepts that students are expected to
learn.
·
Role: Content selection is crucial in shaping the
curriculum. Curriculum developers must decide what knowledge and skills are
essential for students, considering the academic standards, societal needs, and
the overall goals of education.
3. Methods and
Strategies:
·
Definition: Methods and strategies pertain
to the instructional approaches, pedagogical techniques, and learning
activities employed to facilitate student engagement and understanding.
·
Role: Effective teaching methods and strategies enhance
the delivery of content and contribute to the achievement of educational objectives.
Educators must choose appropriate instructional methods based on the nature of
the content, the needs of the learners, and educational goals.
4. Evaluation
and Assessment:
·
Definition: Evaluation and assessment
involve the systematic processes of gauging student performance and learning
outcomes. This includes methods for determining the extent to which educational
objectives have been achieved.
·
Role: Evaluation and assessment inform educators about
the effectiveness of the curriculum and guide decisions for improvement. They
provide feedback on student progress, instructional effectiveness, and the
overall success of the educational program.
Interactions
and Interconnectedness:
·
These four components are interrelated and
interconnected. Aims and objectives guide content selection, instructional
methods are chosen based on educational goals and content requirements, and
evaluation and assessment measure the attainment of objectives.
·
The dynamic interplay between these components
ensures that curriculum development is a thoughtful and systematic process,
aligning the educational program with the intended goals and objectives.
Holistic
Perspective:
·
Viewing these components holistically is essential
for effective curriculum development. The integration of aims, objectives,
content, methods, and assessment creates a coherent and purposeful educational
experience for students.
In summary,
the four components of the curriculum—aims and objectives, content, methods and
strategies, and evaluation and assessment—form the foundation for educational
planning and implementation. A thoughtful consideration of these components
ensures that the curriculum is well-designed, responsive to educational goals,
and conducive to meaningful learning experiences for students.
b)
Explain four importance of evaluation in
curriculum. (8 Marks)
Evaluation plays a crucial role in the curriculum
development process, providing valuable insights into the effectiveness and
relevance of educational programs. Here are four important reasons why
evaluation is integral to curriculum development:
1. Assessment of
Learning Outcomes:
·
Purpose: Evaluation allows educators to assess whether the
intended learning outcomes and objectives of the curriculum are being achieved.
·
Importance: By systematically measuring and
analyzing student performance, educators can determine the extent to which
students have acquired the knowledge, skills, and competencies outlined in the
curriculum. This information is vital for gauging the success of the curriculum
and making informed decisions for improvement.
2. Feedback for
Curriculum Improvement:
·
Purpose: Evaluation provides feedback on the strengths and
weaknesses of the curriculum, instructional methods, and materials.
·
Importance: By analyzing evaluation
results, curriculum developers and educators can identify areas that need
improvement. This feedback loop facilitates continuous curriculum enhancement,
ensuring that the educational program remains relevant, engaging, and aligned
with educational goals.
3. Accountability
and Quality Assurance:
·
Purpose: Evaluation serves as a tool for accountability,
helping educational institutions demonstrate their effectiveness to
stakeholders, including students, parents, policymakers, and accrediting
bodies.
·
Importance: Assessing the quality of the
curriculum and its impact on student learning provides evidence of educational
effectiveness. This information is crucial for maintaining and improving
institutional reputation, meeting accreditation standards, and meeting the expectations
of various stakeholders.
4. Informed
Decision-Making:
·
Purpose: Evaluation results inform data-driven
decision-making processes at various levels of educational administration, from
the classroom to the institutional level.
·
Importance: Educators and administrators
can use evaluation data to make informed decisions about curriculum
modifications, resource allocation, professional development needs, and other
aspects of educational planning. This evidence-based decision-making
contributes to the overall improvement of the educational system.
5. Alignment
with Societal Needs:
·
Purpose: Evaluation helps ensure that the curriculum
remains aligned with societal needs, technological advancements, and changes in
the job market.
·
Importance: Regular evaluation allows
educational institutions to adapt their curricula to meet evolving demands.
This adaptability is crucial for preparing students with the skills and
knowledge required for success in a rapidly changing world.
In summary, evaluation in curriculum development serves as a reflective
and improvement-oriented process. It not only assesses the effectiveness of the
curriculum in achieving its goals but also provides valuable feedback for
ongoing enhancement. Through evaluation, educational institutions can maintain
accountability, ensure quality, and make informed decisions that contribute to
the continuous improvement of the educational experience for students.
3.
Explain the
curriculum development process as supplied by the Kenya institute of curriculum
development. (20
Marks)
a.Situational Analysis It is also referred to as diagnosis of needs, needs analysis, or needs assessment. It
involves identification of the problem (s) and gathering related information.
The information gathered should reveal the need and feasibility of the
curriculum development intended. The information is gathered from experts,
educators, the government, industrialists, employers, the agricultural sector,
etc. Information gathered should enable Kenya Institute of Curriculum
Development (KICD) to justify whether there’s need for curriculum improvement
or not. The needs should be based on the prevailing determinants of
curriculum development and change which are: A nation’s philosophy and
ideology. A nation’s culture. Political influences. The economy
Resources Research findings Employment needs. Learners needs National
goals of education Etc.
Page 2 of 3
b. Formulation of curriculum goals and objectives This is the second stage of curriculum
development. Goals and objectives are important because they determine
selection of curriculum content, learning experiences and assessment methods.
Their formulation is guided by Tyler’s (1949) four significant curriculum
questions as below: i. What educational purposes should the school seek to
attain? ii. What educational experiences can be provided that are likely to
attain these purposes? iii. How can these educational experiences be
effectively organized? iv. How can we determine whether these purposes are
being attained? Curriculum goals and objectives are derived from: i. The
study of nature, needs and problems of contemporary society. ii. The study of
needs, interests and problems of learners. iii. Subject specialist’s
suggestions. iv. The nature of subject matter. v. The nature of social values
(philosophy) vi. The nature of learning theories (psychology)
c. Selection of content Curriculum
content selection is the third stage. Its selection is based on the following
criteria: i. Validity – reasonability, acceptability and consistency with the
subject or knowledge area. ii. Learnability – the learning experiences and
activities should be appropriate to the learners. iii. Significance – the
learning experiences and activities should meaningfully and valuably contribute
to learning.
d. Organization of content This is the
fourth stage of curriculum development. Its content organization is based on
the following criteria; i. Balance – The structure, scope and sequence of the
content should be balanced. ii. Integration – The content fields, topics and
sub-topics should be related in an interdisciplinary manner. iii. Continuity –
Refers to the continuous smooth flow of contents from a lower to a higher level.
iv. Sequence – Refers to the arrangement of curriculum content from simple to
complex, whole to part; chronologically, etc. v. Scope – Refers to breadth and
depth of the curriculum.
e. Selection & organization of educational
experiences
The above is done
based on the following principles;
i. They must be
congruent with the learning objectives. ii. They should be multiple enough to
cater for the needs of diverse learners. iii. They must also be congruent with
material and human resources.
Page 3 of 3
f. Curriculum piloting, feedback & evaluation Piloting means trying it out to find whether it
works or not. Piloting goes through the following processes: i. Involvement
of the general public and stakeholders in a participation. ii. Selection of schools
and colleges for piloting. iii. Preparation of school teachers and heads for
piloting. iv. Supply of piloting materials and equipment to the selected
institutions. v. Conducting the actual pilot project. vi. Gathering and
analyzing feedback information. vii. Use of feedback information for
modification.
g. Curriculum implementation i. Refers to
the stage in which the developed and piloted curriculum is presented to and
implemented by learning institutions. ii. Resource materials and equipment is then
supplied to the learning institutions. iii. Curriculum and any other support is
also continuously given to the teachers. iv. Formative and summative evaluation
is also continuously undertaken (Scriven, 1967). v. Feedback from the two types
of evaluation sheds light on strengths and weaknesses that are used for
corrective measures
h. Curriculum maintenance i. Refers to activities and procedures that allow
the operation of the programme to continue. ii. It involves monitoring all the
curriculum elements such as the objectives, goals, content, evaluation
procedures, learning methods, etc. iii. It also involves monitoring all the
human personnel (students, teachers, parents, administrators, etc.
4.
a) Outline the national goals of education
in Kenya. (8 Marks)
Examples of goals are the national goals of
education in Kenya. The goals are:
•To foster
nationalism, patriotism and promote national unity.
•To promote the
social economic, technological and industrial needs for national
development.
•To promote
individual development and self-fulfillment.
•To promote sound
social equality and responsibility.
•To promote sound
religious values.
•To promote respect
for and development of Kenya’s rich and varied cultures.
•To promote
international consciousness and foster positive attitudes towards other
nations.
•To promote positive attitudes,
good h ealth and en vironmental protection
b)
Explain four sources
of educational objectives. (8
Marks)
Educational objectives serve as the desired outcomes of the teaching
and learning process, providing a clear direction for educational programs.
These objectives are derived from various sources that guide curriculum
development and instructional design. Here are four sources of educational
objectives:
1. Societal
Goals and Values:
·
Explanation: Societal goals and values
reflect the broader aspirations and expectations of a society. Educational
objectives often draw from these societal goals to align with the values,
ethics, and cultural norms of a community or nation.
·
Example: If a society places a high value on civic
engagement, educational objectives may include fostering qualities such as
responsible citizenship, community involvement, and social responsibility.
2. National
Education Policies and Frameworks:
·
Explanation: National education policies and
frameworks, established by government authorities, outline the overarching
goals and priorities for the education system. Educational objectives are often
aligned with these policies to ensure consistency and adherence to national
development objectives.
·
Example: If a national education policy emphasizes the
importance of science and technology, educational objectives may include
developing students' proficiency in STEM (science, technology, engineering, and
mathematics) subjects.
3. Curriculum
Documents and Standards:
·
Explanation: Curriculum documents and
educational standards provide a structured framework for designing
instructional objectives. These documents outline the specific knowledge,
skills, and attitudes that students are expected to acquire at different grade
levels or in specific subject areas.
·
Example: In a mathematics curriculum, educational
objectives may include students mastering specific mathematical concepts,
problem-solving skills, and the ability to apply mathematical principles in
real-world situations.
4. Educational
Research and Pedagogical Theories:
·
Explanation: Educational research and
pedagogical theories contribute to the identification of effective teaching and
learning strategies. Objectives are often informed by research findings and
theories that highlight the best practices for achieving desired educational
outcomes.
·
Example: If research suggests that project-based learning
enhances critical thinking skills, an educational objective may involve
students completing a project that requires them to analyze, synthesize, and
apply knowledge to solve a real-world problem.
5. Community and
Stakeholder Input:
·
Explanation: Input from local communities,
parents, employers, and other stakeholders can influence educational
objectives. Engaging stakeholders ensures that educational goals align with the
needs and expectations of the community.
·
Example: If a community expresses a strong desire for
students to have practical vocational skills, educational objectives may
include the development of specific vocational competencies alongside academic
knowledge.
6. Global
Competencies and Trends:
·
Explanation: In a globalized world,
educational objectives may be influenced by global competencies and trends.
This includes skills and knowledge that are considered valuable on an
international scale.
·
Example: Educational objectives may include developing
global awareness, intercultural competence, and proficiency in languages spoken
globally to prepare students for a globalized workforce.
7. Individual
Student Needs and Abilities:
·
Explanation: Educational objectives may be
tailored to individual student needs and abilities, considering factors such as
learning styles, interests, and varying levels of readiness.
·
Example: Differentiated educational objectives may be
established to accommodate students with diverse learning needs, ensuring that
each student can progress at their own pace and reach their full potential.
8. Technological
Advances and Digital Literacy:
·
Explanation: As technology continues to play
a significant role in modern society, educational objectives may be influenced
by the need for students to develop digital literacy skills and adaptability to
technological changes.
·
Example: Educational objectives may include ensuring that
students can critically evaluate digital information, use technology for
research and collaboration, and demonstrate responsible online behavior.
In summary, educational objectives are derived from a combination of
societal values, national policies, curriculum frameworks, educational
research, stakeholder input, global trends, individual student needs, and
technological considerations. The integration of these sources ensures that
educational objectives are comprehensive, relevant, and aligned with the
diverse needs of learners and the broader community.
c)
Explain two ways in which philosophy influences
curriculum development process. (4
Marks)
Philosophy
plays a significant role in shaping the curriculum development process by
providing a foundational framework that guides educational decisions and
practices. Here are two ways in which philosophy influences the curriculum
development process:
1.
Defining Educational Goals and Values:
·
Philosophical Influence: The
philosophy of education serves as the philosophical foundation that defines the
fundamental goals and values of education. Different philosophical
perspectives, such as idealism, realism, pragmatism, and existentialism, offer
distinct views on the purpose of education, the nature of knowledge, and the
role of the learner.
·
Impact on Curriculum Development: The
philosophical orientation of educators and policymakers influences the
selection of educational goals and values that shape the curriculum. For example:
·
An idealist philosophy may prioritize the
cultivation of moral and intellectual virtues, influencing the inclusion of
character education and ethics in the curriculum.
·
A pragmatic philosophy may emphasize the practical
application of knowledge, leading to a curriculum that integrates real-world
experiences and problem-solving skills.
·
A progressivist philosophy may prioritize
student-centered, experiential learning, influencing the development of
inquiry-based and project-based curricular approaches.
2.
Guiding Curriculum Design and Content Selection:
·
Philosophical Influence: Philosophy
guides educators in making decisions about curriculum design, including the
selection of subjects, content, and instructional methods. The philosophy of
education reflects beliefs about what constitutes valuable knowledge, the
nature of learning, and the role of teachers and students in the educational
process.
·
Impact on Curriculum Development: The
philosophical perspective informs decisions about what to teach, how to teach,
and how learning outcomes should be assessed. For instance:
·
A perennialist philosophy, emphasizing the
importance of timeless knowledge and classical subjects, may influence the
inclusion of traditional disciplines like literature, mathematics, and history
in the curriculum.
·
A constructivist philosophy, emphasizing active
learner engagement and the construction of knowledge, may influence the
incorporation of hands-on activities, collaborative projects, and inquiry-based
learning in the curriculum.
·
A social reconstructionist philosophy, emphasizing
critical thinking and societal change, may influence the inclusion of topics
related to social justice, global issues, and civic engagement in the
curriculum.
In
summary, philosophy serves as a guiding force in curriculum development by
shaping the fundamental goals and values of education and influencing decisions
about curriculum design and content selection. The philosophical perspective of
educators and policymakers informs the overarching vision of education,
contributing to the development of a curriculum that aligns with their
educational beliefs and objectives.
5.
Discuss the role of
the following agents in curriculum implementation;
i)
Kenya institute of
curriculum development (KICD).
ii)
Teacher advisory
centres.
iii)
Sponsors / donors.
iv)
Publishers. (20
Marks)
Curriculum implementation involves translating the goals and objectives of a
curriculum into actual teaching and learning experiences in the classroom.
Various agents play critical roles in this process. Let's discuss the role of
the specified agents in curriculum implementation:
i) Kenya Institute of Curriculum Development (KICD):
·
Role:
·
Curriculum Development and Review: KICD is
responsible for developing and reviewing curricula in Kenya. Its role in
curriculum implementation begins with the creation of well-structured and
comprehensive curriculum documents that guide the teaching and learning
process.
·
Guidance and Training: KICD
provides guidance and training to educators on how to effectively implement the
curriculum. This includes offering workshops, seminars, and resources to help
teachers understand the curriculum objectives and instructional approaches.
·
Quality Assurance: KICD
monitors and ensures the quality and relevance of the curriculum. It may
conduct evaluations and assessments to determine how well the curriculum is
being implemented and may make recommendations for improvements.
ii) Teacher Advisory Centres:
·
Role:
·
Professional Development: Teacher
advisory centers play a crucial role in the continuous professional development
of teachers. They offer training programs, workshops, and resources to help
teachers enhance their instructional skills and stay informed about the latest
educational practices.
·
Curriculum Support: These
centers provide direct support to teachers in implementing the curriculum. This
support may include clarifications on curriculum objectives, assistance in
developing lesson plans, and guidance on effective teaching strategies.
·
Feedback and Evaluation: Teacher
advisory centers may collect feedback from teachers regarding curriculum
implementation challenges and successes. This information can be used to inform
further professional development initiatives and to address specific needs at
the classroom level.
iii) Sponsors/Donors:
·
Role:
·
Resource Provision: Sponsors and
donors can contribute to curriculum implementation by providing financial
support and resources. This may include funding for the purchase of textbooks,
educational materials, and infrastructure improvements.
·
Support for Innovative Programs: Donors may
support innovative educational programs and initiatives that align with the
curriculum. This can include funding for pilot projects, technology
integration, and extracurricular activities that enhance the overall
educational experience.
·
Capacity Building: Sponsors and
donors may contribute to teacher training programs, helping educators develop
the skills and knowledge necessary for effective curriculum implementation.
iv) Publishers:
·
Role:
·
Textbook Production: Publishers
play a significant role in curriculum implementation by producing textbooks and
other instructional materials aligned with the curriculum. These materials
serve as essential resources for teachers and students.
·
Supplementary Resources: Publishers
may provide supplementary resources, such as workbooks, multimedia materials,
and online resources, to support curriculum implementation and enhance the
learning experience.
·
Professional Development: Publishers
may offer workshops or training sessions to familiarize teachers with the use
of their educational materials. This can contribute to effective implementation
and integration of publisher-produced resources into the curriculum.
In summary, the Kenya Institute of Curriculum Development (KICD), teacher
advisory centers, sponsors/donors, and publishers all play integral roles in
curriculum implementation. Their collective efforts contribute to the
successful execution of the curriculum, ensuring that educational goals are met
and students receive a high-quality learning experience.
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