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dc.contributor.authorAndang'o, Elizabeth J. A.
dc.contributor.authorMugo, John
dc.date.accessioned2012-10-30T12:36:07Z
dc.date.available2012-10-30T12:36:07Z
dc.date.issued2007
dc.identifier.citationArts Education Policy Review, 109:2, 43-52en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/5880
dc.descriptionPublisher version (Taylor & Francis) available athttp://dx.doi.org/10.3200/AEPR.109.2.45-53en_US
dc.description.abstractThe historical development of early childhood music education (ECE) in Kenya reveals the challenging circumstances under which it has, and continues, to progress. Poverty remains the most formidable hindrance to the success of this area of education. Multiculturalism, the mosaic that defines Kenya’s rich heritage, also demands ingenuity from policymakers in formulating sound guiding principles that are inclusive of the diverse cultures inherent in the country. The key to addressing the challenges of ECE lies in strengthening the tripartite relationship between policy makers who are the authors of the current broad policies, the curriculum designers, and the teachers who implement the curriculum. Deliberate networking of their ideas and activities provides a way forward in propelling music education in early childhood.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.subjectcurriculumen_US
dc.subjectmulticulturalen_US
dc.subjectpoliciesen_US
dc.subjectpovertyen_US
dc.titleEarly Childhood Music Education in Kenya: Between Broad National Policies and Local Realitiesen_US
dc.typeArticleen_US


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