An Evaluation Of Education Background Education Essay


The examination of education history in any system consists of many ideas such as renaissance, reformation and Counter-top Reformation. Such principles significantly impact educational with regard to systems, content, teachers and curriculum among a great many other aspects. In Kenya, the Uk colonialists unveiled the first system of education. The formation of Ominde commission after independence observed the introduction of several changes in the educational system (Bogonko, 1992). In those days, issues of unity and identity were very critical and the specialist largely centered on them. Third, , subject matter content changes were manufactured in areas of geography and record to reflect aspects of national cohesion. One common curriculum for those schools was followed between 1964 and 1985 concerning a 7-4-2-3 system. This technique engaged seven years for principal education, four years for lower supplementary, two years for upper secondary and three years for university or college education. In 1981, there have been initiatives to reform the complete educations system through the Presidential working get together commission rate. The committee tabled recommendations on changing the educational system from the 7-4-2-3 to the framework of 8-4-4 (Sifuna & Otiende, 2006). In 1985, the new system premiered that put more emphasis on subjects regarded as vocational. The brand new structure would theoretically permit university leavers at different levels to be self-employed or acquire casual sector job.

According to Sifuna & Otiende (2006), a detailed development of educational theory through the ages is offered. With vested fascination with African education context, this book highlights the plight of education in Kenya through the age ranges to the 8-4-4 system. The credibility of this wording is assured by its variety in approach with regards to African Islamic education. It is unavoidable that African education has its root base in the western world hence Sifuna & Otiende included the annals of western education in this book.

Educational need for concepts

Renaissance principle.

This concept involves the activity of educational and cultural reform spearheaded by writers, scholars and civic leaders. Such pioneers in the annals of education are as of today referred to as humanists. The fourteenth and fifteenth generations observed the development of this concept as a result of challenges helped bring forth by the mediaeval scholastic education. This activity emphasized on medical, functional and pre-professional studies as a reply to the inherent challenges. Beneath the scholasticism, men were ready to become law firms, doctors and professional theologians through approved textbooks (Court docket & Kinyanjui, 1980). On the other hand, to change from training specialists in rigorous practice and jargon, the humanists emphasized over a citizenry creation hence enabling visitors to write and consult with clarity and eloquence. Furthermore, these specialists were capable of better interesting their areas' civic life and therefore persuading people to prudent and virtuous actions. The renaissance strategy in education which is also called the training re-birth started in the 14th hundred years in European countries and reached its top in the 15th hundred years. Humanist educators designed and designed teaching methods for the training system that could make liberal and well-rounded persons. The educational renaissance in England found the improvement of women's educational opportunities specifically for those women from higher classes. The renaissance theory in Kenya's educational system can be described through the evaluation of the history of education. Prior to the gaining of freedom in Kenya, there were three divisions in the education system with schools for Asians, whites and Africans. In such a system, there was segregation in that, whites attended the best universities, the middle category classes were reserved for Asians especially Indians and Africans went to the lower school universities (Sifuna & Otiende, 2006).

After self-reliance, the Ominde commission was appointed to do an analysis on the available educational resources. Following the assessment, the commission rate would then guide the government in regards to to educational regulations that needed execution and formulation. The independence created conditions for the country and as such, the living of racially founded universities in colonial time could not be allowed. It had been a suggestion of the commission payment that, education was vital in having unity between different ethnic and racial communities. Further, the payment noted the relationship between economic expansion and education as being direct and then the country could accelerate the economic speed by investing in education. It was very very important to Kenya as a expanding country to intensify education investment through educating lower, middle and higher class work force (Sifuna & Otiende, 2006). There is a suggestion to launch free most important education through the endorsement associated with an educational objective policy. There were guidelines intended for the upsurge in enrollment in key colleges and the emphasis on higher education enlargement. The federal government put efforts on 'Africanizing' relative to the market and the civil service. This 'kenyanization' and/ or 'Africanizing' was also necessary for the educational system because ideological foundations were lacking hence failing to tap indigenous ideals. Such foundations are crucial in the training system as they feature the necessary educational reforms and development. The accomplishment of independence found significant changes in Kenya's educational system like the expansion of advanced schooling and supplementary levels (Sifuna & Otiende, 2006).

According to Sifuna & Otiende (2006), the utilization model on employees largely affected the educational regulations but there might have been overemphasis on it. This approach though justified, proved that there was no representation of the country's needs by the already trained employees. Thus, the labor market in existence could not cater to many people in the workforce who had completed their training. In such a situation then, it was possible that the use model of work force was not the best option particularly when it analyzed formal education as a effective tool by which society's development could be damaged. Therefore, this model's preoccupation by organizers would prevent significant initiatives in the universalization of educational integration in accordance with socio-economic development (Nyaberi, 2009). The continuation of certain plans in the educational system has led to the creation of serious spaces like the gap between the rich and the poor. Such a predicament has damaged the labor market and the country's economy as cities are experiencing a rise in the influx of unemployed persons. It is apparent that the changes made in the educational system made the institution enrollment to overwhelmingly grow and expand. There is significant enrolment in institutions and the colleges resulting to an increase in unemployment. Sifuna also known that, the Second World War significantly brought economic increase and the appropriate emotional change. Such a significant change subsequently led to the realization and the pass on of nationalism in many African countries. Many countries destroyed the myth on white superiority and invincibility, therefore noticing how Europeans were similarly vulnerable. The Kenyan government released new changes in the educational system after freedom thereby abolishing a few of the standards placed by the English. This renaissance in educational system created mixed impacts on education sector. The existing educational system led to the formulation and execution of many programs and regulations (Sifuna & Otiende, 2006).

Reformation principle.

The reformation strategy in education system involves discovering new ideas, insurance policies, programs and changes intended for the improvement of the machine. The Kenyan educational system has endured many reforms historically in makes an attempt to minimize the education crisis, improve the educational systems and attain efficiency. Corresponding to Eshiwani (1993), such reforms usually bring forth many influences in the educational system either internally and/or externally. The Kenyan administration considers education among the most notable priorities and since independence, executing reforms in the education sector has been a major activity. The racial discrimination, Western european procedures and the socio-economic characteristics of the colonial era education were called into question immediately after independence. This as a result led to the establishment of many reforms in an attempt to make the educational system more suitable and useful (Eshiwani, 1993).

In guaranteeing the reduced amount of illiteracy levels and a skilled workforce production, the federal government puts more emphasis on basic education and the development of the training system. Over the years, the education system has been experiencing issues with regard to equity, curriculum relevance, quality and gain access to. As Mwaura (2005) poses in his work, such a situation therefore requires reforms to be completed by the federal government and various stakeholders. To be able to decrease the negative influences of such factors, the federal government has formed a sigificant number of commissions and task forces to generate the correct reforms. Education is considered that can be played an important role in the advertising of social and financial development (Mwaura, 2005). Across the same type of thought, the government has introduced numerous reforms in the education system extension and improvement. To be able to deal with the issues in the training system, the system must undergo the necessary reformation. Reforms by the Kenyan governments experienced significant effects on the entire system depending on the performance and efficiency. Relating to Mwaura and since self-reliance, the federal government has a long-term aim in the general achievement of key education. In attaining this, the incorporation of reforms has been a key activity for the federal government and other stakeholders. The federal government introduced free major education program and this led to large enrolments in principal academic institutions as well as extra classes (Mwaura, 2005). This significantly brought influences in the educational system with education being one of the government's heavy purchases. The recruitment of professors increased to reply and cater for the increased enrolment rates. In addition, their salary bundles underwent reviews. Changes in the society are eminent and then the adaption and improvement of the educational system is through reforms.

C. Counter-top reformation principle.

This requires the failing by involved parties to handle the necessary reforms in the educational system. The stakeholders may well not be willing to attempt the appropriate changes and therefore opposing any suggested reforms. Such failure to aid reforms in the machine has far-reaching influences on education. Numerous adverse effects on education can derive from this activity by people considered as anti-reformers. The decrease in economic development experienced early 2000's led to the government's inability to invest in many government academic institutions resulting in prestige reduction and deterioration. The problem was chaotic as the classes were falling aside and the educational system was adversely affected. As the federal government universities deteriorated, the privately owned or operated schools were experiencing a tremendous progress. Without major education reforms at this time, the quality of education was being lost and employees training was inadequate. The countering of reformation by included get-togethers in the educational system has rendered such systems struggling to meet the first purpose. Predicated on Eshiwani (1993) text message on "History and Development of Education in Tanzania", the existing educational curricula, 8-4-4 has been criticized by many thus calling because of its restructure through various reforms. The machine is referred to as difficult for both pupils and professors because of the broad scope of several subjects. The issue really requires reforms but the inadequate implementers' training and financial constraints are blamed for the system failure. It really is noticeable that, this counter reforming strategy is very bad for the training system as a result of numerous adverse effects (Eshiwani, 1993).

Question 2: The need for record of education self-control in the teacher-training curriculum

It is very important for teachers to review the annals of education as a self-control in their training curriculum. This evidently creates the virtues on education history to the education organization of the educator. It is necessary for educators to be informed about the training history because they play very important assignments in the development, formulation and the implementation of education procedures. At the inception of tutor training, the education history proves to be always a core area of the curriculum and presents a very important position in professor training. The annals of education as a self-discipline plays a central role, as it is axial to the data of the engaged teacher. The knowledge foot of the educator will be critically made up of this historical education perspective. It is similarly important for teachers to have sufficient knowledge on the past issues of education in accordance with economic, public, historical and politics features. It is noticeable that, historical study by teachers throughout their training significantly plays a part in the individual's knowledge. Such a report boosts the teacher's citizenship capacity within the educators' culture, hence conditioning the teacher's capacity with regard to critical perspectives on schooling and society human relationships. The historical analysis has an appropriate support to the professional practice through the reflection and deliberation of educational problems. Such a report also is educational to teachers in relation to the numerous educational ideas and their software. It is therefore very important for teachers while starting training to study this critical aspect of education. As Sifuna &Otiende asserts, the exclusion of the study from the curriculum is very detrimental because the teacher's knowledge is then threatened and limited. The data on education with regard to cultural, social, economic and politics contexts broadens the teacher's view on teaching, schools and learning (Sifuna & Otiende, 2006).

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