Monday, November 4, 2019

An Analysis Of Education History Education Essay

An Analysis Of Education History Education Essay Introduction The analysis of education history in any system involves many concepts such as renaissance, reformation and Counter Reformation. Such concepts significantly affect educational with regard to systems, content, teachers and curriculum amongst many other aspects. In Kenya, the British colonialists introduced the first system of education. The formation of Ominde commission after independence saw the introduction of many changes in the educational system (Bogonko, 1992). At that time, issues of unity and identity were very critical and the authority largely focused on them. Following this, subject content changes were made in fields of geography and history to reflect aspects of national cohesion. A common curriculum for all schools was adopted between 1964 and 1985 involving a 7-4-2-3 system. This system involved seven years for primary education, four years for lower secondary, two years for upper secondary and three years for university education. In 1981, there were eff orts to reform the entire educations system through the Presidential working party commission. The committee tabled recommendations on changing the educational system from the 7-4-2-3 to the structure of 8-4-4 (Sifuna & Otiende, 2006). In 1985, the new system was launched that put more emphasis on subjects considered as vocational. The new structure would theoretically enable school leavers at varied levels to be self-employed or acquire informal sector employment. According to Sifuna & Otiende (2006), a detailed development of educational theory through the ages is presented. With vested interest in African education context, this book highlights the plight of education in Kenya through the ages to the 8-4-4 system. The credibility of this text is guaranteed by its diversity in approach with reference to African Islamic education. It is inevitable that African education has its roots in the western world hence Sifuna & Otiende included the history of western education in this book. Educational significance of concepts Renaissance concept. This concept involves the activity of educational and cultural reform spearheaded by writers, scholars and civic leaders. Such pioneers in the history of education are as of today referred to as humanists. The fourteenth and fifteenth centuries saw the development of this concept because of the challenges brought forth by the mediaeval scholastic education. This activity emphasized on scientific, practical and pre-professional studies as a response to the inherent challenges. Under the scholasticism, men were prepared to become lawyers, doctors and professional theologians through approved textbooks (Court & Kinyanjui, 1980). On the other hand, to change from training professionals in strict practice and jargon, the humanists emphasized on a citizenry creation hence enabling people to write and speak with clarity and eloquence. In addition, these professionals were capable of better engaging their communities’ civic l ife and hence persuading people to prudent and virtuous actions. The renaissance concept in education which is also known as the learning re-birth started in the 14th century in Europe and reached its peak in the 15th century. Humanist educators designed and formulated teaching methods for the education system that would prepare liberal and well-rounded persons. The educational renaissance in England saw the improvement of women’s educational opportunities especially for those women from upper classes. The renaissance concept in Kenya’s educational system can be explained through the analysis of the history of education. Prior to the gaining of independence in Kenya, there were three divisions in the education system with schools for Asians, whites and Africans. In such a system, there was segregation in that, whites attended the best schools, the middle class schools were reserved for Asians especially Indians and Africans attended the lower class schools (Sifuna & Ot iende, 2006).

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