Implementing Educational Policies in Kenya. World Bank Discussion Papers No. 85. Africa Technical Department Series.

Autor/in	Eshiwani, George S.
Institution	World Bank, Washington, DC.
Titel	Implementing Educational Policies in Kenya. World Bank Discussion Papers No. 85. Africa Technical Department Series.
Quelle	(1990), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0259-210X
ISBN	0-8213-1582-X
Schlagwörter	African Studies; Colonialism; Curriculum Development; Developing Nations; Educational Development; Educational History; Educational Planning; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; International Programs; Primary Education; Kenya + Suchen Sie Ihr Suchwort? Kolonialismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; History of education; Bildungsgeschichte; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Kenia
Abstract	This paper reviews the evolution of the Kenyan education system since independence from Britain in 1963. At the time of independence, very few resources were devoted to the education of Africans as compared to non-Africans, resulting in critical shortages of trained manpower. Educational segregation and differentiation also reinforced racial and ethnic prejudices. After independence, education was to be a significant tool not only for social justice and rapid development, but also for the promotion of unity and "nationhood." The report outlines the institutional and legal steps that were taken to improve the educational system and traces its development through four 5-year development plans. In the space of 20 years, the system has expanded dramatically and universal free primary education has been achieved, the progression of the system has been restructured, and the curriculum has been significantly revised, placing more emphasis on the technical and vocational skills which remain in high demand. However, educational development in the post-colonial period has been hampered by insufficient resources due to poor economic conditions, a high rate of population growth, teacher shortages, the need to balance native language with foreign language instruction, poor internal efficiency, and continued problems with curriculum relevance. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC