A critique of approaches to educational reform in Kenya with special reference to Richard Paul’s theory of knowledge, learning and literacy

Abstract

The purpose of this study is to critically examine the approach to education al reform in Kenya utilizing Richard Paul's theory of knowledge, learning and literacy. The focus will be on reforms that have had impact on the student learning. A new approach is necessary because the present literature is virtually silent on a theory of education reform; dealing almost exclusively with piecemeal reforms with problems recurring after each reform is undertaken. Our analysis, which we call Critical theory of Knowledge, Learning and Literacy, provides a new perspective of looking at education reform and is used to critique the current reforms in education in Kenya. We believe that a guiding theory is fundamental in attempting to formulate a new approach by providing new yardstick by which reform should be indulged. This study is divided into five chapters. The first chapter is introduction, chapter two reviews current literature on education reform while chapter three is methodology. Chapter four will examine curricular change and provide some of the approaches to education reform. The focus will be on education in Kenya since independence. The argument will be presented that neither the Terms of References (TORs), nor the piecemeal reforms, are sufficient for reform, but we must consider the creation of theory to effect real change in our education system. It will be argued that, the TORs used to judge the education system are inadequate at best, and at worst, misleading. We argue that using a theoretical approach can help bring the desired changes.