NEW! Change Education From Processes-Driven To Result Based
Written by Patrick Birgen |
Strategic management renders the traditional approach to teaching/learning in the institutions of learning obsolete. Components of this approach to management compels education managers and colleges of education to review the approach of the delivery of educational content. They need to design a new pedagogy in teaching that is not only compliant with element of strategic management processes such as strategic planning and performance appraisal.
A paradigm shift from process oriented delivery to result based teaching and learning activities will enable the schools and college to attain the goals set in the curriculum.
Evaluation is one of the core elements of a curriculum. During the development of assessment and evaluation instruments for schools and colleges by KNEC, the Kenya National Examination Council (KNEC) Secretary, Paul Wasanga and his team should ask themselves hard questions on the impact of the exercise to the education sector .Casual observers of our education system see a system pre-occupied in exam processes and pays little attention to the end results. How do we explain a scenario in which a candidate who score an “A” in English as a subject yet he lacks fluency and competency in his performance – he can neither express himself orally nor write a grammatically correct sentence? How is it that the curriculum content has clearly stated the educational content in each subject area yet school, colleges and universities continue to produce people who can neither express themselves intelligibly nor write a grammatically correct sentence?
We hear snippet coming from the public that the Kenyan education system offers too many subjects for students to cover within the set time frame. We wish to bring to the attention of Prof George Godia the public may not be so much talking about the curriculum content, but the outdated pedagogy used in the classrooms. Rather than deliver the educational content (objectives) teachers spend the energies on material contents (books) – thus completing the syllabus becomes synonymous to religiously taking a class through a course book: which is, in some occasions poorly written. Surprisingly many teachers have no access to both the KIE curriculum and KNEC syllabus and would tend to overburden the students with a lot of work from books, which is not useful to their holistic development. What is your view Prof Godia?
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