CIM: 411.

Definition:
Education
 Education is a process that develops a person's sensitivity to their environment,
preparing them to live effectively in their environment, thus serving as a
preparation tool.
 Education involves regular attendance at formal learning institutions, passing
through primary, secondary, and tertiary levels, regardless of the benefits
received. It encompasses physical presence at educational institutions, despite the
specific benefits received.
 Education is a social institution's conscious effort to promote community ideals
and values through the acquisition and development of knowledge, skills, and
attitudes, aiming to promote a culture and way of life.
Acquisition of Education
1. Formal education: occurs in institutions like schools and colleges, involving structured
classroom learning in subjects such as math, English, and history, with systematic
presentation and evaluation of experiences.
2. Non-formal: are organized learning activities that go on outside the structure of the formal
education system e.g. scouting, football, clubs and societies etc.
3. Informal education: Informal education is haphazard, unorganized learning from family,
friends, experiences, and environment, lasting throughout a person's life. It includes
mannerisms, dressing, talking, gesturing, organizational skills, and work ethics.

Functions of Education

1. Preservation and Transmission of Cultural Heritage:

Education is responsible for preserving and passing down cultural values, traditions,
and knowledge to future generations.
2. Transformation of Culture:
Education acts as a catalyst for societal change, promoting critical thinking, innovation,
and the ability to adapt to new ideas and circumstances.
3. Individual Development:
Education facilitates the overall growth of individuals, encompassing intellectual,
emotional, and spiritual development.

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Aims of Education

1. Personal Development:
o Intellectual Growth: Enhancing cognitive abilities and fostering critical
thinking skills.
o Spiritual Growth: Encouraging self-reflection, self-awareness, and a sense of
purpose.

2. Vocational Preparation:
o Skill Acquisition: Providing practical skills necessary for various careers.
o Character Development: Instilling qualities such as responsibility, discipline,
and integrity.

3. Social Training:
o Socialization: Preparing individuals to engage and participate effectively in
both local and national communities.
o Understanding Social Values: Teaching respect for truth, honesty, and the
importance of adhering to societal norms and standards.

The National Goals of Education in Kenya

1. Fostering Nationalism and Unity: Education should instil a sense of nationhood, helping
young people overcome differences in race, religion, and ethnicity to live together harmoniously
as Kenyans.
2. Promoting National Development:
o Social Needs: Prepare students for societal changes resulting from modernization.
o Economic Needs: Equip learners with skills and knowledge to support economic
growth.
o Technological and Industrial Needs: Provide skills for industrial and technological
advancement in line with global trends.
3. Encouraging Individual Development and Self-Fulfillment: Education should nurture talents
and character development, allowing individuals to reach their full potential.
4. Promoting Moral and Religious Values: Focus on the development of self-discipline,
morality, and citizenship.
5. Fostering Social Equality and Responsibility: Provide equal educational opportunities for all
and encourage collective responsibility and social service.

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 6. Respecting and Developing Cultural Heritage: Help students appreciate Kenya’s diverse
cultures while adapting to modern societal changes.
7. Promoting International Consciousness: Encourage students to understand Kenya’s role in
the global community and foster positive attitudes toward other nations.
8. Instilling Positive Attitudes Toward Health and Environmental Protection: Promote
healthy living and environmental conservation among the youth.

Relationship Between Education and Curriculum

The relationship between education and curriculum is pivotal. Education aims to meet societal
needs and equip individuals with relevant skills. To avoid providing irrelevant skills, education
must develop well-designed programs, known as the curriculum, to achieve societal goals. The
curriculum serves as the blueprint for effective education that aligns with the needs of society.

Source of the content below: Kenya Institute of Curriculum Development (Junior Secondary
Curriculum Designs, Home Science, Grade 7)
Education in Kenya should:

 Foster nationalism, patriotism, and promote national unity: Encourage mutual respect among
Kenya’s diverse communities to live together in harmony and contribute to nation-building.

 Promote social, economic, technological, and industrial development: Equip the youth to play
productive roles in the country’s development, adapt to modernization, and support a growing economy
through relevant skills and knowledge.

 Social needs: Prepare students for changing attitudes and relationships in a modern economy.
 Economic needs: Develop a workforce with skills and qualities required for a modern
economy.
 Technological and industrial needs: Focus on equipping students with the skills and attitudes
necessary for industrial and technological advancement.

 Promote individual development and self-fulfilment: Help students fully develop their talents,
interests, and character.

 Promote sound moral and religious values: Instil discipline, self-reliance, and integrity in students
to become integrated, responsible citizens.

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 Promote social equality and responsibility: Provide equal educational opportunities and foster a
sense of social responsibility through collective activities and service.

 Promote respect for and development of Kenya’s rich and varied cultures: Encourage students to
appreciate both traditional and modern values to build a stable and evolving society.

 Promote international consciousness: Foster positive attitudes towards international relations and
global responsibilities.

 Promote good health and environmental protection: Encourage healthy living and environmental
conservation through positive attitudes and responsible behaviours.

OR

The Kenya Institute of Curriculum Development (KICD) outlines key objectives for education in
Kenya, focusing on fostering:

1. Nationalism and unity: Promoting patriotism and mutual respect among Kenya's diverse
communities.
2. National development: Preparing students to contribute to social, economic, technological, and
industrial growth.
3. Individual development: Helping learners reach their full potential, including character-
building.
4. Moral and religious values: Encouraging self-discipline and integrity.
5. Social equality and responsibility: Ensuring equal opportunities and promoting collective
social service.
6. Cultural development: Respecting and blending Kenya's rich cultural heritage with modern
progress.
7. International awareness: Encouraging positive attitudes toward global responsibilities.
8. Health and environmental care: Promoting good health practices and environmental
conservation.

Conceptions of Curriculum

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The term "curriculum" originates from the Latin word "currere," meaning "racecourse" or "to run a
course." It generally refers to education and schools, but its meaning varies. To the general public, it
often means an instructional program or course of study. For curriculum specialists, it also refers to a
field of study.

Curriculum can be understood in two ways:

1. Broadly: As a field of study (curriculum studies).

2. Narrowly: As an instructional program, course of study, or subjects taught in a school.

In the broad sense, it is called "curricula," while in the narrow sense, it is referred to as "a curriculum"
or "the curriculum."

The broad conception encompasses:

Curriculum theory
Curriculum design

Curriculum development
Curriculum evaluation
Examples narrow conception
The early childhood development curriculum
The primary school curriculum
The secondary school curriculum.
The teacher education curriculum
Curriculum discussed at grade level:
The standard one curriculum
The standard eight curriculum
The form one curriculum
The form four curriculum
1. Develop your own conception of curriculum.
A comprehensive conception of curriculum encompasses both the planned and unplanned
aspects of education. The planned, formal curriculum outlines specific goals, objectives, subject
matter, and instructional organization. In contrast, the unplanned, informal curriculum addresses
the social and psychological dynamics among students and teachers, including their feelings,
attitudes, and behaviors.

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 2. The KICD Concept of Curriculum
The Kenya Institute of Education (KIE) proposes a curriculum that comprises three elements
and three dimensions for comprehensive education
The three elements are:
 Objectives of the curriculum
 Learning experiences
 Evaluation

The three dimensions relate to element (ii) 'learning experiences'

a) Formal dimension: includes formal courses like Maths, Eng., Kisw, with objectives, content,
methods, learning activities, resources, evaluation procedures, and qualified teachers.

b) Non-formal dimension: Non-Formal Dimension, also known as extra curricula or co-curricula

activities like games, sports, athletics, clubs, and societies, connect students with interests across
classes, facilitating formal dimensions.

c) Informal dimension: also known as the "hidden curricula," refers to unplanned and
spontaneous experiences in school that influence learner behaviour, such as imitating desirable
behaviours’ of teachers, peers, and parents.
FACTORS INFLUENCING THE CURRICULUM
1. Political Forces: Political groups, especially politicians, significantly impact educational
policies. Curriculum planners must consider the political role of education to help students
navigate diverse values and beliefs.
2. Economic Factors: The economic environment shapes the curriculum, with schools in
economically supportive regions typically having better facilities than those in poorer areas,
affecting educational quality.
3. Social or Cultural Forces: Societal changes, including demographic and psychological shifts,
influence the curriculum. For instance, the introduction of social and ethics education responds
to moral decline, while increased enrolment from free primary education affects curriculum
implementation.
4. Special Interest Groups: Various organizations, such as religious groups, employers, and
teachers' unions, advocate for policies that impact education and curriculum development.

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 5. Changes in Nature of Knowledge: Evolving educational theories and practices, including
individualized instruction and technology integration, influence curriculum content and teaching
methods.
6. Technological Advancement: Technology affects the curriculum both in teaching strategies
(e.g., using media and teaching machines) and in planning, leading to the inclusion of new
subjects like computer studies at all educational levels.

Sources of Curriculum Authority

Sources of Curriculum Authority
1. Legal Authority: Through this authority, those acting for and on behalf of the government
influence the education system. In Kenya this is done by the MOE.
2. Moral Authority: This authority draws its strength from fundamentals of right and wrong in the
society.

COMPONENTS/ ELEMENTS OF CURRICULUM AS A PROGRAMME OF INSTRUCTION

. The components of curriculum as a programme of instruction are:

a) Aims, goals and objectives
b) Content and learning experiences
c) Evaluation

Curriculum aims;
are broad, value-based statements outlining expected life outcomes, not directly tied
to school or classroom results. They embody the philosophical views of various societal stakeholders
providing a visionary purpose that guides educational systems.
. Educational aims should address the following dimensions of schooling:
1. Intellectual Dimension: Focus on knowledge acquisition and comprehension.
2. Social Dimension: Address physical, emotional, psychological aspects and societal roles.
3. Personal Dimension: Foster opportunities for self-actualization and humane development.
4. Productive Dimension: Equip individuals to be productive societal members.

Curriculum Goals:

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Curriculum goals, also known as educational purposes, are broad statements of expected learning
outcomes for a course or school year, guiding curriculum planning and providing teachers with clear
direction for educational activities and achievements, addressing social or individual purposes.

Types of educational goals.

Programme goals
Course specific goals
Specific subject goals
Specific instructional objective

Importance of Curriculum Goals

Goals help both the curriculum planner and the teacher in decision-making in various ways:

 Selecting general program content,

 Identifying relevant subject areas for courses,
 Choosing specific subject content and learning experiences,
 Planning instructional experiences for individual lessons within the school timetable.
Curriculum Objectives:
Curriculum objectives, also known as instructional or lesson objectives, represent the immediate
specific outcomes of classroom interactions. They focus on the daily functioning of the curriculum and
describe the behavioral changes expected in students after engaging in learning activities. These
objectives are crucial for achieving broader curriculum goals and aims, guiding lesson preparation and
instructional practice
Content and Learning Experiences
Content encompasses the facts, ideas, concepts, generalizations, principles, skills, theories, and values
within a knowledge area, which can be either disciplined (e.g., mathematics) or non-disciplined (e.g.,
environmental education). It also includes methods for processing information. Traditionally,
curriculum content focuses on transmitting established knowledge rather than fostering the creation of
new knowledge, highlighting a need for improvement in this area.

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Criteria for Selecting Content
1. Self-Sufficiency: Content should promote independent learning and initiative, helping
students realize their potential and develop their identities.
2. Significance: Content must align with the overall aims of the curriculum and relate to
cultural contexts to ensure meaningful learning experiences.
3. Validity: The authenticity of content is crucial, requiring regular verification to
prevent the inclusion of obsolete or incorrect information.
4. Interest: Content should be chosen based on learners' interests, considering their
maturity and social interactions, to enhance engagement and motivation.
5. Utility: Selected content should be beneficial to the learner and the community,
fostering personal growth and productive citizenship.
6. Learnability: Content must be appropriate for the intellectual level of the intended
learners.
7. Feasibility: Content selection should account for available resources, time
constraints, educational infrastructure, staff competence, funding, political climate,
and relevant legislation, ensuring alignment with practical realities.
Learning Experiences
Learning experiences, or curriculum experiences, encompass all activities, strategies, and
procedures involved in content delivery. They represent the interaction between the teacher,
learner, content, and educational environment, aiming to achieve school goals.

Teaching Methods include:

Activity Methods: e.g., role-playing, projects.

Discovery Methods: e.g., experimentation.
Expository Methods: e.g., lectures, demonstrations.
Learner Activities involve listening, reading, writing, discussing, and experimenting.

Content and learning experiences are interconnected; although they can be conceptually
separated, they coexist in practice. For instance, in a lecture, the lecturer uses an expository
method to deliver content while students engage in listening and writing activities.

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Evaluation
Evaluation is the process of assessing the extent to which curriculum objectives are achieved
and should be continuous throughout the curriculum development process. It involves:
 Assessing the curriculum package/plan.
 Evaluating the appropriateness and effectiveness of content and materials.
 Analyzing the efficiency of teaching/learning methods.
 Analyzing student performance through exams.
 Assessing the equipment and personnel involved in curriculum implementation.
There are two main types of evaluation:
1. Formative Evaluation: Conducted throughout the curriculum development process
to gather ongoing data.
2. Summative Evaluation: Conducted after the curriculum has been implemented to
assess its overall effectiveness.
Formative evaluation provides valuable data that informs summative evaluation

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