What Are The National Goals Of Education In Kenya?
Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.
Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.
Education should prepare the learner with requisite competences that support a modem and independent growing economy. This should translate into high standards of living for every individual,
Technological and Industrial Needs
Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with global trends.
Promote individual development and self-fulfillment
Education should provide opportunities to the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through community service learning.
Promote respect for and development of Kenya's rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices iii a dynamic society.
Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations, Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
Promote positive attitudes towards good health and environmental protection
Education should inculcate in the learner the value of physical and psychological well-being for self and others, it should promote environmental preservation and conservation, including animal welfare. For sustainable development.
Introduction to The Pre-primary curriculum designs in Kenya
The Pre-primary curriculum design has been developed to embrace the competence based learning approach as stipulated in the basic education curriculum frame-work (BECF). The curriculum design is available in two volumes which cater for children at the pre-primary level in the country. It has been divided into two levels:
Level I (pre-primary 1) for children aged four years and
Level II (pre-primary 2) for children aged five years.
The curriculum covers the following learning areas:
Creative and Religious Education activity areas.
Each learning activity area has both the general and specific learning outcomes clearly stipulated. The learning experiences and the key inquiry questions have also been provided specifically to give guidance to the users during the curriculum delivery process.
The curriculum has clearly identified core competences to be acquired by learners as they engage in activities in different learning areas. These core competences include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital literacy, learning to learn and self-efficacy.
Pertinent and contemporary issues (PCIs) have been integrated into the curriculum design to prepare learners for the ever-changing society specifically in order to address the changing needs of the society and ensure the learner’s safety. These include life skills development through storytelling, living values, moral values and social responsibility.
This curriculum emphasizes hands-on experiences as learners manipulate real objects and models. Interaction with nature is also emphasized whereby learners are encouraged to observe living and non-living things in their immediate surroundings as well as during nature walk, field trips or visits to places of interest.
The curriculum emphasizes holistic development of the learner. This can be achieved by embracing the thematic integrated learning approach which is ideal for teaching learners in their formative stage of development. The themes are derived from things and situations that learners are likely to interact with in everyday life. Each theme is expected to cuts across all the activity areas. Learning at the pre- primary level is expected to be flexible hence a theme may be interrupted to enable learners use an emerging situation as the learning theme for the period.
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