PHD-Department of Educational Foundations

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/403

Browse

Browsing PHD-Department of Educational Foundations by Subject "Argument for a Sound Educational Philosophy"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Education for Development of a Skilled Human Resource in Kenya: Argument for a Sound Educational Philosophy
    (Kenyatta University, 2022) Osabwa, Wycliffe; Francis Likoye Malenya; Francis Murira Ndichu
    This research recognized that every nation has a social vision that is articulated in statements designated as national goals, with education being considered largely instrumental in their achievement. It was therefore an issue of concern when the nation of Kenya engaged in activities it considered educational, yet, persistently failed to satisfactorily meet the goals that such activities were geared towards. Instructively, Sessional Paper No. 2 of 2012 on ‘Reforming Education and Training in Kenya’, acknowledged a rift between the education offered and the expected learning outcomes. Consequently, it recommended reforms in the 8-4-4 education system since the latter was unresponsive to the needs of the country. This position informed the study’s focus on the suitability of Kenya’s education systems towards meeting the goal of developing a skilled human resource. The objectives of the study were: to establish the Kenyan conception of education; to examine the educational philosophy that underpinned education in Kenya; to evaluate the potential of Kenya’s education with regard to meeting the goal of skilled human resource development; and to propose viable criteria for an education that would develop a skilled human resource. The study was guided by the Essentialist theory of education, and operationalized by William Spady’s Outcome-Based Education Model (OBE). Essentialism emphasizes the teaching of essential and enduring knowledge and skills in preparation for advanced education, the world of work, and effective sociopolitical life. Since such education aims at particular outcomes, the OBE model came in hand to provide principles that could guide all education that is goal-oriented – for practice and evaluation. The study mainly employed Conceptual Analysis (also known as Philosophical Analysis), together with Phenomenological Analysis and the Prescriptive approach as its methods of inquiry. Conceptual Analysis was used to get a clear understanding of and enable insights into prevalent educational concepts and practices, while Phenomenological Analysis enabled insights into the practitioners’ understanding of the concept of education. The Prescriptive method aided in proposing criteria for effective educating. Through a historical research design, the study established that education in Kenya was understood subjectively, the reason being that the philosophy underpinning it is not shared. Further, education practitioners were not keen on the educational philosophies they employed, despite the latter having a bearing on the manner of educating and consequent learning outcomes. Moreover, the potentiality expressed in various educational systems and policies was not actualized owing to unmatched government funding, hence, partial implementation of curricula. Upon evaluation of the systems, the research concluded that the prevailing milieu, characterized by subjective epistemologies and inadequate resource allocation, ostensibly under the 8-4-4 system, were antithetical to the optimum development of a skilled human resource. Consequently, the research prescribed five criteria that would guide an education capable of developing a skilled human resource: the rationale criterion; the essentialist criterion; the instrumental criterion; the social criterion; and the authenticity criterion. Further, it recommended clear articulation and publicity of Kenya’s philosophy of education; alignment of educational policies and the government’s fiscal plans; integration of focused, authentic educational practices; and redefinition of basic education to include certain compulsory, essential knowledge and skills that allow for lifelong learning and adaptability. Done, this would not only guarantee proper development of a skilled human resource, but one that will also reinvent itself in the face of change.