Education Curriculum Framework Research Articles

Kick-Starting Global Citizenship Education In Schools Through The Instrumentality Of Social Studies Education Curriculum Framework

Kick-Starting Global Citizenship Education In Schools Through The Instrumentality Of Social Studies Education Curriculum Framework

Transmission, transactional and reflection model: An approach to implementation of citizenship education in Kenya

ABSTRACT Citizenship and Citizenship Education are at the centre of curriculum reform in Kenya. Weak implementation processes have previously watered down similar novel curricular reforms due to a need for an elaborate curriculum implementation model. This article reviews existing Citizenship Education models to develop an effective curriculum implementation model. As a result, the paper formulates the ‘Transmission, Transactional and Reflection’ Citizenship Education curriculum instructional model. Unlike existing models that view the three phases as distinctive independent categories, the current model conceptualises it as a continuous process. The model further specifies the resultant transformation and change to include Disciplined, Participatory and Critical Citizenship. The model is similar to the vision of the basic education curriculum framework, which aims to enable every Kenyan to become an Empowered, Engaged and Ethical citizen. If adopted, this model will improve the implementation of Citizenship Education, instilling requisite citizenship values for effective citizenry.

LEARNING INDIGENOUS LANGUAGES IN PUBLIC PRIMARY SCHOOLS IN KENYA: OVERVIEW, PROBLEMS AND THE WAY FORWARD

<p>Indigenous languages face extinction in the near future despite the important role they play in communication, cultural preservation, and identity of indigenous people. The threat is the direct consequence of colonialism and colonial practices and is currently exacerbated by globalization. Article 13 of the United Nations Declaration on Rights of Indigenous Peoples guarantees rights to these peoples to revitalize, use, develop, and transmit to future generations their languages, oral traditions, writing systems, and literatures. Further, it provides that states shall take effective measures to protect this right, including through interpretation in political, legal, and administrative proceedings. Consequently, Kenya’s language-in-education policy dating from the colonial period has been supportive of the teaching of indigenous languages in schools. For example, in the more recent curriculum reforms of 2017, Kenya set out to offer indigenous languages both as a medium of instruction and as a subject right from pre-primary to lower secondary levels of education as spelled out in the Basic Education Curriculum Framework. However, weak enforcement of the language policy coupled with a myriad of implementation challenges have been major drawbacks to the success of indigenous language instruction in schools. Hence the discussions about the importance of the use of indigenous languages in schools are still hotly debated. Therefore, the focus of this paper is to present an overview of and problems of learning indigenous languages in public primary schools in Kenya. Finally, relevant suggestions have been put forward to overcome the problems.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0073/a.php" alt="Hit counter" /></p>

Anaysis of Arabic Textbooks in Character Education Curriculum Framework K13

Background: Textbooks are books that contain knowledge that is the result of an analysis of the curriculum in written form to achieve the desired learning objectives. However, in several textbooks, problems were found that the contents of the books were not following the curriculum content standards and textbook standards. Therefore, it is necessary to analyze the contents of Arabic textbooks. Purpose: This research is to analyze the Arabic language textbooks of Madrasah Aliyah based on the K13 character education framework. Method: The method used in this study is a literature study. As for data analysis, the authors used content analysis techniques based on the realm of spiritual attitudes, the realm of social attitudes, the realm of knowledge, and the realm of skills as stated in the 2013 curriculum. Results and Discussion: The results of the analysis of the qira'ah material Chapter II Arabic language textbooks for class XI Madrasah Aliyah in odd semesters show that in the material entitled al hayah as shihiyyah there is knowledge value in the form of scientific integration. Skill value, students have skills in combining knowledge between health sciences and Islamic religious knowledge. The value of a spiritual attitude, namely being good at being grateful, and a social attitude, namely by maintaining, setting an example, and inviting others to always apply a healthy lifestyle in life. Conclusions and Implications: Arabic textbook by H.D. Hidayat class XI is following the Core Competencies and Basic Competencies formulated in the 2013 General Curriculum. The implications of the results of this analysis are in the form of interpretations that can be used as additional explanations in learning Arabic.

Factors Influencing Students’ Selection of Home Science in Public Secondary Schools

Home Science as a subject has been given emphasis in the Kenya’s Basic Education Curriculum Framework as one of the core subjects in Junior School. However, fewer students selected Home Science as an optional subject in the previous education system. This study sought to investigate the relationship between perceived determinants of subject selection and students’ selection of Home Science in public secondary schools. The study investigated relationship between gender related students’ perceptions and students’ attitudes on students’ selection of Home Science subject. The study adopted a descriptive survey research design. The sample size comprised of 144 students who had selected Home Science and 124 who had not selected the subject in form three. Further, all the eight Home Science teachers and five principals of the sampled schools were purposefully sampled as key informants. Data from students was collected using a questionnaire. Interview guides were used to collect data from Home Science teachers and principals. Data were analyzed using descriptive, inferential statistics and content analysis. Results of the study revealed a statistically significant relationship between students’ gender related perceptions of Home Science subject selection [x2 (2, n = 263) = 12.501, p= .002]. Students’ attitude towards Home Science also influenced Home Science subject selection [x2 (2, n = 263) = 6.121, p= .047]. From the findings, the study recommends sensitizing learners, educators and community members about the importance of Home Science as a technical subject and to demystify gender stereotypes on the subject

Investigating Strategies for Implementing the Early Childhood Education and Care Curriculum Framework in a Montessori Preschool

Investigating Strategies for Implementing the Early Childhood Education and Care Curriculum Framework in a Montessori Preschool

Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia

AbstractResearch indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context, providing insights into why teachers plan the way they do. Specifically, we examine the Australian early childhood education and care curriculum framework and local practices by analysing teacher planning templates and interviews. Using Bourdieusian tools of field and habitus, we investigate how early childhood teachers plan their programs by selectively adapting curriculum frameworks. Our case study approach uncovers a range of influences on teacher planning and how local practices reflect broader national agendas for young children.

Teacher preparedness and Implementation of the National Pre-Tertiary Education curriculum Framework in Ghana

Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected basic school teachers from six regions in Ghana. Data from surveys and interviews reveal that teachers consider the NPECF as relevant for Ghanaian educational fortunes; however, a myriad of classroom challenges come with the implementation process. We concluded that these challenges could affect the realization of the relevance of the NPECF if schools and teachers are not well resourced. We call the attention of duty bearers to the need to provide the necessary resources for the seamless implementation of the NPECF in Ghana. For policy adjustment, we recommended and proposed improvisation as an approach for teachers to utilize and exert autonomy and independence in the design and delivery of classroom instruction to sustain the NPECF in primary schools. Again, our study calls for coordination and collaboration among parents, civic society, and individuals across political divides to remain united to provide a solid foundation for education in Ghana.

The role of Ethiopian secondary school biology textbooks for global understanding

This article investigates the role of Ethiopian secondary school (grades 9 to 12) biology textbooks in promoting students' global understanding. This study is grounded on Ethiopia's education policy aims and general education's curriculum framework objectives to prepare globally informed citizens. The study used mainly quantitative content analysis techniques. All pages in the textbooks were used as units of analysis. The findings of the study indicated that the textbooks represented some of the dimensions of global issues and perspectives in varied degrees of integrations, which have a potential to promote students' global understanding to some extent. However, the findings show that the dimensions of global issues and perspectives were not integrated comprehensively in the textbooks. The findings also revealed that there is no independent global education framework in Ethiopian education system, which can serve as standard to evaluate the adequacy of integration in the textbooks. It is proposed that education systems should develop a national global education framework that can serve as a standard for curriculum practitioners.

Use of Information and Communication Technologies as a Medium for Education in Albania

Information and Communication Technologies (ICTs) have impacted education by introducing new methods of teaching and learning. However, while there are some studies that highlight the role and impact of ICT in the educational system, there is little research on the use of ICT for pedagogical purposes in Albania. To address this gap, this study elaborates on ICT use for pedagogical purposes specifically in secondary schools in Albania. It investigates the relationship between ICT inclusion in teaching and the degree to which these factors are reflected in the education system. To do so, the study combines qualitative data from curricular frameworks, school textbooks, and the National Education Strategy with quantitative data from surveys of first-year students of the Faculty of History and Philology, Tirana University. Hence, the research focuses on descriptive analyses of students’ opinions gathered through questionnaires and detailed analyses of the qualitative key documents: education strategies, curriculum framework and textbooks. The findings reveal that ICT use in the teaching and learning process (as a medium) is at a low level, while it is well established as an object of a course or as an aspect of a profession. Moreover, the results contribute to past research on the educational system and use of technologies in pedagogy by suggesting several barriers to effective ICT utilization for educational purposes. Such barriers include inadequate technological resources, limited availability of digital content in the native language, and restricted student internet access within school premises. Additional challenges are related to the overreliance on print textbooks, and the dominant role of teachers as the primary or sole source of knowledge and information. Finally, this study contributes to research on educational technology and pedagogy by emphasizing the urgent need for improvements in textbooks, comprehensive teacher training programs, and the adoption of contemporary pedagogical methodologies to foster critical thinking skills among the younger generation.

Evaluating Higher Education Curriculum Framework and Inhibitions for Entrepreneurial Intentions

The call on Universities to produce entrepreneurial-minded graduate entrepreneurs called for the development of the Entrepreneurial Curriculum Framework for Higher Education to enhance Entrepreneurial Intentions (EIs) and evaluation of factors that inhibit intentions. We evaluated factors inhibiting EIs and investigated Curriculum Framework for Higher Education that enhances intentions. A total of 385 and 165 Students and Faculty participated in the survey in 2018 and 2020 respectively. Qualitative and Quantitative approaches were adopted in data collection. Demographic and 5-point Likert scale type of questions were sufficiently asked and analyzed using SPSS, EXCEL, and Smart PLS-SEM software. Research limitations included time constraints, low response rate, and lack of modern software for analysis. Startup Capital and Risk Taking propensity ranked higher as inhibiting factors to EIs. Outcomes, Pedagogy, Assessment, and Audience of Curriculum Framework impacted EIs but Planning Competencies, Context, Content, and Objective of curriculum Framework did not. Longitudinal research for actual job creation by Students and Faculty after graduation is recommended for future study.

Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework

Globally the world is experiencing rapid changes economically, socially, with new demands setting in. It is therefore necessary for every country to reform education system to remain relevant and functional. Educational philosophies provide ideas that can be applied to make education instrumental. Pragmatism is one of such philosophy which has been used to advance reforms in education. This paper examines the concept of pragmatism in terms of aims, principles and theoretical bases in guiding curriculum reforms. The need for reforms has also been highlighted. The new education system in Kenya (CBC) has been presented in terms of mission and vision and how it relates to the Kenya blue print for economic development- vision 2030. Theoretical underpinnings for CBC have also been presented. Further the paper has related the principles of pragmatism to the CBC through a critical analysis of the Basic Education Curriculum Framework in Kenya to conceptualize how ideas of the philosophy have been reflected in the new curriculum. The paper concludes that, to make education meaning, prior experiences of learners must be exploited and learner engagement must take precedence in the teaching- learning process to develop them as empowered citizens. The philosophy has been applied to a great extent in the new curriculum. To fully actualized the new curriculum, the paper recommends that more funding be provided initiated from the budget making desk to cater for additional facilities, resources and teacher development.

Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework

Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework

Teacher training pathways for competency based curriculum (CBC) in the university education in Kenya

The education reform in Kenya recommended phasing out of the 8-4-4 education system to embrace the 2-6-3-3-3 competency based curriculum (CBC). The embraced curriculum has three learning pathways or pillars at senior secondary and university education. The three pathways are Talent Pillar, Languages and Social Sciences Pillar, Science, Technology, Engineering and Mathematics (STEM) pillar. The Higher Education Curriculum Framework (HECF) and universities are yet to provide clear policy guidelines for training teachers and align their skill and competencies with the CBC curriculum framework. The phenomenon is compounded by the fact that, the Ministry of Education through teacher service commission without any empirical data suggested the bedrock of education training programs, the Bachelor of education arts (B. Ed, arts) and Bachelor of Education science (B.Ed. arts) programs to be eradicated in favor of Bachelor of Arts (B.A) and Sciences (B.Sc.) as the pathways to teaching profession through a Post Graduate Diploma in Education (PGDE). The Teachers Service Commission is championing multi-tasking competences where those graduates teaching in secondary schools should be trained to teach more than the traditional two teaching subjects. The Basic Education Curriculum Framework (BECF) has categorized Junior and Senior Secondary School levels which the training of teachers in the university education program must align itself with. While students study all the compulsory subjects in junior secondary, they branch to specialize in their preferred pathways at senior secondary levels. The recruitment of students to both public and private universities for teaching career is based on high school credentials that have now to consider talent including talents in sports, creative and performing arts. The study was designed to explore the teacher training programs embracing talent for university education in order to address both the needs of Junior and senior secondary schools under the three pillars embraced in the Competency Based Curriculum (CBC) in Kenya.

Designing a Simulation-Based Nursing Education Curriculum Framework

Designing a Simulation-Based Nursing Education Curriculum Framework

Exploring Assessment Techniques that Integrate Soft Skills in Teaching Mathematics in Secondary Schools in Zambia

This study investigated the assessment techniques mathematics teachers use that integrate soft skills in secondary schools in Mazabuka District in Zambia. A total of 91 teachers, who were purposively selected, took part in the study, of which 81 completed a questionnaire and four observers evaluated 124 video-recorded lessons which were taken of 31 teachers. A sequential multi-phase design was used to collect data. The data were analyzed using frequencies, means, standard deviations and chi-square statistics. The findings revealed that the assessment techniques mathematics teachers used did not assess soft skills. In addition, mathematics teachers’ gender was not found to have influenced teachers’ choice of assessment techniques in the teaching and learning process but the type of schools where teachers were teaching, though the effect size was weaker. The consequence of this may be that secondary school leavers may not be good communicators, innovators, creators and critical thinkers. Therefore, it is recommended that mathematics teachers be upskilled on how to assess soft skills in the teaching and learning of Mathematics if the integration of soft skills is to be realized as espoused in the Zambia Education Curriculum Framework of 2013.

The Effect of an Intercultural Communication Model on the Reading Comprehension of Refugee and Underprivileged Learners

This study describes a shifting of paradigm in the literacy education of Syrian refugees and underprivileged Lebanese learners (n = 72) in three eighth-grade classes in a public school in Lebanon. The study used a pre/post experimental control-group design to address its research questions. As complement to a Human Rights Education curriculum framework suggested in 2018, an intercultural communication model named the Third Space Literature Circle (TSLC) is offered, its goal to improve the reading comprehension of underprivileged Syrian and Lebanese learners. An experimental group (n=49), received the TSLC model instruction whereas the control group (n=23), received the regular reading instruction. Results show that the experimental group outperformed the control group; in particular, some members of the experimental group became more fluent describing their experiences than their control group-counterparts.

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.

The development of “Early Childhood Education & Care Curriculum Framework Implementation Scale” in Taiwan

Abstract Taiwan government consolidated the kindergarten and daycare systems in 2012, and launched a new national curriculum framework, Early Childhood Education & Care Curriculum Framework (ECECCF), as a guidance for quality early childhood education programs. Research has shown that the effects of a new educational program highly depended on the fidelity of its implementation. It has thus been suggested that the degree of implantation of a program needs be evaluated before conducting further program evaluation. Thus, the purpose of this study was to construct an Early Childhood Education Curriculum Framework Implementation Scale (ECECCF Implementation Scale) for Taiwanese preschool programs. 216 preschool classes in Taiwan were involved. The study consisted of two stages: In Stage 1, the exploratory factor analysis showed that the implementation of ECECCF could mostly be explained by four factors, and all the factors extracted had acceptable reliability and validity. In Stage 2, rubrics were constructed for each item and factor analysis was re-conducted, resulting in a 19-item scale of four factors (Awareness and Adjustment, Learning Centers Arrangement, Teaching Guidance and Curriculum Development). The reliability and validity tests shows that: (1) the final version of the ECECCF Implementation Scale is a valid and reliable instrument, explaining 62.9% of the total variance; (2) the criterion validity indicated that the ECECCF scale can not only be used for assessing the implementation of ECECCF, but also can be used for understanding teachers’ needs in instructional and operational curriculum for further professional development.

A Child-Centred Discourse in Zambian Kindergartens?

This article aims to identify and discuss the existence and strengthening of a child-centred teaching discourse in Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directed teaching discourse dominates thinking in many ways and is translated into institutional arrangements (Hajer, 1995, in Svarstad, 2005, p. 243). Several studies have pointed to the challenges posed by the teacher-directed teaching discourse in kindergartens in Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing to a child-centred teaching discourse as an important path towards development (EFA, 2015, p. 208, Temba, 2014, p. 110; Mwaura et al., 2008; 2011). This article includes a positive discourse analysis of the Zambian Education Curriculum Framework[1] and a small-scale qualitative study, based on observations from four classrooms in four kindergartens in the Copperbelt province of Zambia. The article focuses on conducting a positive discourse analysis of the elements of child-centred teaching discourse observed in one of the four classrooms. The findings point to the existence of a child-centred teaching discourse in the Zambian Education Curriculum Framework. However, only one of the four Zambian kindergarten teachers seemed to implement teaching practices that could be identified as a child-centred teaching discourse. he elements of a child-centred teaching discourse identified through the positive discourse analysis were: the kindergarten teachers’ professional decisions, good interaction with children, use of a variety of materials, and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Framework as well as theoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation. Finally, the article includes a critical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens.