CW-Department of Educational Management Policy & Curriculum Studies
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Browsing CW-Department of Educational Management Policy & Curriculum Studies by Author "Bunyi, G."
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Item Beyond Access: the Role of Non Formal Schools in Provision of Quality Primary Education in Urban Informal Settlements in Kenya(Kenyatta University, 2015-05) Kaugi, E.; Bunyi, G.During the past several years, Kenya has implemented policies that focused on expansion of education through improving access. One of such policies that have had great impact is the policy for alternative provision of basic education and training, which introduced an alternative mode of primary education delivery through non-formal schools. As a result the country has made significant progress in improving access to primary education, especially for poor children from urban informal settlements. Since the Dakar framework for action (2000) committed nations to provision of quality primary education and all nations were asked to improve all aspects of education quality. This research study sought to evaluate three aspects of quality of education provided by Non-formal schools in Nairobi’s informal settlements, namely; 1) the quality of learning environments 2) quality of educational processes; and 3) the quality of educational outcomes. Study findings showed that non-formal schools experience considerable shortage of physical facilities and instructional materials and a majority of teachers in the non-formal schools were untrained. The quality of outcome in the non-formal schools was good as demonstrated in fairly good performance in the Kenya Certificate of Primary Education. The paper concludes with recommendations on how provision of education through non-formal schools can be improved.Item Competency-Based Education in Kenya: Contending With the Imperatives for Successful Implementation(Kenyatta University, 2015-05) Bunyi, G.It is now official; in response to the challenge of providing quality education for sustainable development, Kenya is switching from objectives-based curriculum to competency-based curriculum (CBC). The Cabinet Secretary for education has been saying this loud and clear. Surprisingly, however, the Cabinet Secretary’s pronouncements have generated little, if any, discussion among education scholars or lay people. My objective in this paper is to open up discussion on this curriculum reform that is now underway. Proponents of competency-based education (CBE) argue that by focusing on competencies or what learners can do with the education they have received, competency based education is better suited to ensuring that education responds to the needs of society (and therefore of the Kenyan society as articulated in Kenya Vision 2030). Developing a competency-based curriculum therefore entails clearly identifying the competencies that learners will be required to attain at different points of their education. In this paper takes a historical perspective to CBE and demonstrate that (i) CBE has been around for a long time in countries such as the US and Canada and that its precursors are what pertains in Kenya today, (ii) while seemingly entailing not so radical curriculum change, CBE has far-reaching policy, practice and cost implications and therefore constitutes an educational reform in the league of educational reforms such as the 8:4:4 reforms of the 1980s. More importantly the paper discusses the policy and practice implications as well as the principles of successful implementation of curriculum innovations that we will need to pay attention to as we embark on CBE in Kenya.Item Disparities in Access to Literacy Predictors among Primary School Children in Kenya(Kenyatta University, 2003) Bunyi, G.; Mumo, Kamau D.Item Learning to Teach Reading and Mathematics and Influences on Practice: A Study of Teacher Education in Kenya(University of Sussex Centre for International Education, 2013) Wangia, Joyce Imali; Bunyi, G.; Magoma, C.M.; Limboro, C.M.Item Primary Math and Reading (PRIMR) Program: Kenya(2012-08-13) Bunyi, G.; Cherotich, I.; Piper, B.