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Author: Kenya. National Committee on Educational Objectives and Policies
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 268
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Book Description
Author: Kenya. National Committee on Educational Objectives and Policies
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 268
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Kenya. National Committee on Educational Objectives and Policies
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 995
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Book Description
The official records of the proceedings of the Legislative Council of the Colony and Protectorate of Kenya, the House of Representatives of the Government of Kenya and the National Assembly of the Republic of Kenya.
Author: South-West Africa. Education Committee
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 82
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Author: Educational Policies Commission
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 12
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Author: Ishmael I. Munene
Publisher: Lexington Books
ISBN: 1498515258
Category : Political Science
Languages : en
Pages : 265
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Book Description
Using the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context. It addresses the following questions: what does it mean for African states to reform their educational systems to meet the global agenda of Education for All and the Millennium Development Goals? Under what structural conditions have African governments implemented universal primary education programs, and with what outcomes? What are the lessons learned and how do these inform the post-2015 agenda for universal primary education in Africa and other developing countries? This book provides answers to these questions and opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities. It is undeniable that African governments responded to the educational goals espoused in EFA and MDG paradigms through their own “education for all” plans and expended vast resources to realize these objectives. However, there remains a serious gap in knowledge about the design of these plans, the influence of local and international forces in their development, the challenges inherent in executing comprehensive and multifaceted reforms to achieve these goals, and the success of the reform measures as evident in student learning outcomes. This book addresses this knowledge gap in three ways. First, it utilizes empirical data collected over a five-year period from six African countries—Kenya, Mali, Senegal, Nigeria, Tanzania, and Uganda—to illuminate how the global agenda on education has been debated, designed, and implemented across the continent, and with what outcomes. Second, it frames the six nation case studies within the wider logic of international educational policy agenda and the continent-wide search for education quality. Finally, the analysis of universal primary education strategies is undertaken from an interdisciplinary perspective thereby allowing a more comprehensive view of the educational reform.
Author: Ibrahim Oanda Ogachi
Publisher: African Books Collective
ISBN: 9994455605
Category : Education
Languages : en
Pages : 150
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Book Description
This study is a contribution towards exploring alternative but sustainable education policies for pastoralist societies and sets out to explore how pastoralist IKSs (Indigenous Knowledge Systems) can be integrated or used as an entry point to provide formal schooling to pastoralist communities in Kenya. Pastoralists constitute the majority of the socially and economically vulnerable groups in the country. Children, among pastoralist communities, face detrimental hardships that compromise their growth and development. One of these hardships is the imposition of an education and development paradigm that is irrelevant to their existence and which compounds their problems. This study therefore sought to explore how, through better government policies, the indigenous knowledge (IK) of pastoralists could be integrated into the curriculum of formal schooling. Specifically, the study discusses the following issues: Gaps in policies for schooling provision for pastoralist groups, with particular reference to the content of the curriculum and methods of delivery; Aspects of pastoralist IKS that can be integrated into the context of national education policy to enrich their schooling within; and General recommendations regarding the use of participatory and social engineering approaches in designing education and development policies affecting pastoralist communities in Kenya.
Author: United States. National Commission on Excellence in Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 82
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