An Evaluation of the Philosophical Foundations of Kenya’s 8-4-4 System of Education in the Light of Paulo Freire’s Concept of Education for Critical Consciousness
Loading...
Date
2018
Authors
Mwaniki, Wachira William
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to evaluate the philosophical foundations of the 8-4-4 system of education using Paulo Freire’s concept of education for critical cautiousness as a framework. The findings of the study are expected to provide a framework upon which the aspirations of the 8-4-4 can be aligned within practical philosophical foundation. The study will also play a big role in locating the rightful place of philosophy of education in Kenya’s education system. It was guided by four study objectives: one, to explain the historical background of the 8-4-4 system of education; two, to evaluate the strengths and weaknesses of the 8-4-4 system of education; three, to elucidate the principles of Paulo Freire’s concept of education; and four, to use Paulo Freire’s concept of education to critique and enrich the 8-4-4 system of education. In order to evaluate the 8.4.4 system of education, this study was based on an existentialist model of evaluation more particularly, it used Paulo Freire’s principles of education in evaluating the aims, content, pedagogical skills and expected outcomes of the 8-4-4 system. This was guided by Paulo Freire’s concept of education, which comprises of the following principles: Participatory, Dialogic, Democratic, Activist and Affective. This study employed the method of conceptual analysis in explaining the philosophical determinants of Kenya’s system of education while paying close attention to the 8-4-4 system. The study analysed the work of Paulo Freire and official documents such as reports of commissions and committees on education in Kenya, in order to find ways in which the current 8-4-4 system of education can be improved by applying Paulo Freire’s tenets. The study concluded that the primary objective of the 8-4-4 system of education was to promote self-reliance among learners. For this to be achieved, education should be delinked from the over-emphasis of examinations. The study established that the forms of knowledge in the 8-4-4 system of education are essential in the realisation of self-reliance, and that the content that learners in the 8-4-4 system are subjected to must be able to equip them with knowledge that can be applied by school leavers in problem-solving. The study also established that even though there exist many options ranging from vocational and training subjects as a result of the introduction of the 8-4-4 system, the system has experienced inadequacy of the key resources as well as the required facilities. The study recommended that the form of knowledge in the curriculum should be revised so that the focus is not just on theory but on what is practical as well, and that pedagogical procedures employed by educators in the learning institutions should be revised so that the learning process will produce self-reliant individuals. Further, the study recommended that Kenya’s education system should be propelling by ensuring that education at all levels is relevant to the community in which a learner lives, and that the process of education must involve the training of specific skills, acquiring of habits that makes an educated person virtuous, and these practices must be geared to resolving problems. This study also recommended that more studies of this nature be carried out on a larger scale, if possible in Africa, so as to further reinforce the applicability of the approach used together with the conclusions so far made.
Description
A Thesis Submitted In Fulfillment of the Degree of Master of Education Degree in the School of Education, Department of Educational Foundations of Kenyatta University. July 2018