Education Quality and the Kenyan 8-4-4 Curriculum: Secondary School Learners' Experiences

Autor/in	Milligan, Lizzi O.
Titel	Education Quality and the Kenyan 8-4-4 Curriculum: Secondary School Learners' Experiences
Quelle	In: Research in Comparative and International Education, 12 (2017) 2, S.198-212 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499917711550
Schlagwörter	Educational Quality; Secondary School Students; Disadvantaged; Foreign Countries; Rural Areas; Employment Opportunities; Homework; Test Preparation; Teaching Methods; Secondary School Curriculum; Equal Education; Social Justice; Qualitative Research; Educational Policy; Interviews; Teacher Attitudes; Secondary School Teachers; Case Studies; Semi Structured Interviews; Kenya + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Sekundarschüler; Ausland; Rural area; Ländlicher Raum; Berufschance; Beschäftigungschance; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Qualitative Forschung; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Lehrerverhalten; Case study; Fallstudie; Case Study; Kenia
Abstract	This article explores the implementation of Kenyan secondary education in rural Western Kenya, focusing on learners' experiences. One of the key challenges to educational quality is shown to be the size and breadth of the secondary education curriculum. Learners are in school 12 hours a day with those approaching their final exams working three to five additional hours at home, often with little access to light sources. In school, there are also pedagogical implications with a reliance on rote learning as teachers "rush through the syllabus". It is suggested that this is part of the continued legacy of the 8-4-4 system, introduced in 1984 with one aim of widening the curriculum to prepare learners for formal and informal post-education employment opportunities. Conclusions suggest a review of the 8-4-4 structure and greater attention in discussions of education quality of learners' lived experiences in socio-economically disadvantaged communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01