Too much too little: educating just in case?
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Too much too little: educating just in case? Stella Anne Achieng1 Received: 18 July 2019 / Accepted: 13 June 2020 / Published online: 20 November 2020 © Springer Nature B.V. 2020
Abstract This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum structure and a relevant educational system aimed at the development of social, personal and cognitive competence of the learner and the impact on society. Too much too little: Educating just in case? Questions the sense in having curriculum overloads with very minimal output while highlighting on current reforms to the Kenyan education system. Keywords 8.4.4 System · Curriculum overload · Jua kali · Employability · Education reforms Résumé Cette réponse s’appuie sur certaines des questions soulevées dans l’article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali par Jomo W. Mutegi de l’Université d’Indiana–Purdue, États-Unis, et Lazarus O. Momanyi de l’Université Moi, Kenya. En particulier, la nécessité d’une structure opérationnelle du programme d’enseignement scientifique et d’un système éducatif pertinent visant à développer des relations sociales, personnelles et cognitives ainsi que la compétence de l’apprenant et son impact sur la société. Too much too little: Educating just in case? Remet en question le fait d’avoir des surcharges dans le programme scolaire avec un rendement très minime soulignant les réformes en cours dans le système éducatif kenyan.
Leader Editor: C. Quigley. This review essay addresses issues raised in Jomo W. Mutegi and Lazarus O. Momanyi’s paper entitled, Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. https://doi.org/10.1007/s11422-019-09967-2. * Stella Anne Achieng stella‑anne.achieng@univ‑lorraine.fr 1
Ecole Doctorale Humanités Nouvelles – F. Braudel, Laboratoire –CREM, Équipe Praxitexte, Université de Lorraine, Metz, France
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“What is the purpose of education today? Should education be about educating for education’s sake or should education prepare the learners with skills to enable them to access employment after their studies?” These were questions that Kieran McLaughlin and Michael Mercieca (2015, p. 1) sought to investigate while assessing the quality of education offered in the UK. These are pertinent questions of global concern and are not unique to the United Kingdom. In Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali, Jomo Mutegi and Lazarus Momanyi raised various issues concerning the relevance of both the Kenyan and the US education systems. They highlighted the concept of Jua Kali concerning the science curriculum and its impact on society and were
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