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Sociological & Philosophical Foundations of Education Notes
Education (University of Nairobi)
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SOCIOLOGICAL AND PHILOSOPHICAL FOUNDATION OF EDUCATION
(UDPTE/DECTE)
COURSE OUTLINE
GENERAL LEARNING OUTCOMES
By the end of the course, the teacher trainee should be able to: a. Apply acquired knowledge, skills and attitudes on sociological and philosophical concepts in
education to promote affective learning.
b. Employ relevant pedagogical skills gained from philosophical and sociological theories of
education in facilitating learning.
c. Adhere to legal provisions on the rights of the child in education to promote the care, safety
and security of the learners for effective learning.
d. Infuse inclusive, learner centered and culturally responsive, independent, transformative and
interactive learning approaches that reflect proper child rearing and socialization practices in
school and society.
e. Collaborate with agents of socialization in education in supporting their role of socializing
learners and promoting communal values among learners.
f. Model and nurture instructional, technological and social skills attitudes and values to respond
effectively to socio-economic and environmental challenges affecting education.
OVERVIEW OF PHILOSOPHY AND SOCIOLOGY OF EDUCATION
Concepts in sociology and philosophy of education
Definition of terms
a)
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b)
c)
d)
Philosophy
Philosophy is derived from two Greek words “philein” and “Sophia”. Philein means love,
strive for, and search for while “Sophia” means wisdom.
The word philosophy therefore means the search for wisdom. Wisdom is the quality of being
wise and whoever is wise has knowledge, experience, good judgment and intelligence.
Experience is the process of gaining knowledge and skills. Good judgment is acting after
careful thought and planning. Intelligence is having deep thought. Philosophers ask questions
in their search for knowledge, questions on “what” and “why” of things.
Philosophy of Education
 It is a discipline which applies philosophical approach in order to come to better
understanding of basic educational issues
 It is an area of study whose concern is about fundamental issues in education
Education
 Education is the process of acquiring and developing desirable knowledge, skills and
attitude.
Sociology of Education
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Specialized branch of sociology which systematically and scientifically studies the
sociological issues, problems and questions that occur within the education
phenomenon.
The definition means that sociology of education uses well planned methods and
procedures of the scientific research process to investigate and analyze the concerns
that are sociological in nature but they affect or have impact on education, school,
teachers, pupils and the learning-teaching activities inside the classrooms and the
schools; for example, the academic achievement of children, the relationships between
teachers and children that may affect the learning-teaching-activities.
The Role of Sociology of Education
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The role of sociology of education is geared towards enlightening all, for example the school
teachers, administrators, policy makers and planners, parents and the general public, on how
the education process in society is like.
The sociology of education is meant to analyze, examine, investigate or study the various
features of education that are affected by and also affect the society.
It describes and suggests possible solutions to problems, gives recommendations and
implications for and to education but like sociology, it avoids sounding prescriptive.
Sociological of education provides a specialized sociological perspective of looking at the
education process so that all may obtain more dependable knowledge about education and
understand it better socially.
General importance of sociology of education
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As a social institution, it is organized, structured maintained and supported by society so as to
fulfill a vital function that society per cannot effectively deal with.
Education and especially the schools, deal with the children, a precious commodity in any
human society.
In every human society, there is evidence of an education system or activities that cost a lot in
terms of human energy and resources.
Education in any society is meant to contribute immensely to the development, growth and the
wellbeing of all the societal members.
Importance of Sociology of Education to a School Teacher
a) Introduces the school teachers to a new view the sociological perspective of understanding the
total realm of education; that is the school, teaching activities, teachers, pupils and many other
components.
b) Acquaints the teachers with the nature of the existing and upcoming socio-educational
problems that may come into the running of the school and the classroom.
c) Enhances the teacher’s role in terms of knowing and being aware of how he/she is doing
especially in the classroom when interacting with learners more closely since this is an
opportunity for the socialization to take place and not simply an exercise in passing on
information.
d) Enables the teacher to conceptualize the school community in its entirety as an outgrowth of
the larger society in which there will be conflicts, stresses, competition agreements and
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disagreements, moments of joy and sadness, expectations, attitudes, behaviour problems,
norms, likes and dislikes, successes and failures, disappointments, stars and isolates, problems
of co-operation, motivation, peer identity, morality and many others. All these require that the
teacher expect and know how to deal with them in ways that would contribute positively to the
teaching/learning activities and the smooth running of the school organization.
e) Helps the teacher to acknowledge the social purpose of education from a wider societal
perspective and not form a narrow personalized-self-interest approach.
f) Helps the teacher to view himself/herself as a change agent using democratic resolutions
instead of applying authoritarian and high handed commands and directives.
g) Enables the teacher to learn more about and hopefully apply the research procedures that
sociology of education uses to obtain and accumulate the dependable knowledge about
education.
Importance of philosophy of Education to a teacher trainee
a) It helps him/her to have better understanding of basic issues in education e.g. goals of
education etc.
b) it enables him/her to have better understanding/management of education problems, e.g. mass
failures, strikes etc.
c) It helps him/her to choose appropriate methods of teaching
d) It enhances professional confidence in the teacher
e) It helps him/her to appropriately select contents
f) It helps him/her to become more ethical.
g) It promotes his/her level of thinking/reasoning and critical judgment about education issues
DIMENSIONS OF EDUCATION
Formal Education:
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This refers to the structured and organized form of education that takes place within
educational institutions such as schools, colleges, and universities.
Formal education follows a predefined curriculum and is typically delivered by trained
teachers or instructors.
It often leads to the attainment of certificates, diplomas, or degrees.
Informal Education:
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Informal education occurs outside the traditional classroom setting and is usually unintentional
or spontaneous.
It is characterized by learning that happens through daily life experiences, interactions with
others, and self-directed exploration.
Informal education can take place in various settings, such as conversations, observation,
reading books, watching educational videos, and participating in hobbies or interest-based
activities.
Non-formal Education
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Non-formal education lies between formal and informal education.
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It refers to structured learning activities that take place outside the formal education system but
still have some elements of organization and intentionality.
Non-formal education programs are designed to meet specific learning needs and may target a
particular audience, such as vocational training programs, workshops, or community-based
educational initiatives.
Cognitive Education
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Cognitive education focuses on the intellectual development of learners.
It emphasizes the acquisition of knowledge, cognitive skills, critical thinking abilities,
problem-solving capabilities, and understanding of concepts and theories.
Cognitive education aims to develop learners' mental processes, enhance their reasoning skills,
and foster analytical thinking.
Dialogical Education
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Dialogical education emphasizes the importance of dialogue and interactive communication
between teachers and students.
It promotes an open exchange of ideas, active listening, and collaborative learning.
Dialogical education encourages students to participate in discussions, ask questions, express
their thoughts, and engage in meaningful conversations to develop a deeper understanding of
the subject matter.
Creative Education
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Creative education aims to foster students' creative thinking, imagination, and innovative
abilities.
It encourages learners to explore, experiment, and express themselves through various forms of
artistic and creative activities.
Creative education nurtures skills such as problem-solving, divergent thinking, originality, and
the ability to generate new ideas.
It can encompass disciplines like visual arts, music, dance, drama, creative writing, and design.
Education as a process and as a system
Education can be viewed as both a process and a system. As a process, education is the act of
acquiring knowledge, skills, and values through teaching and learning. It is a lifelong journey that
begins at birth and continues until death. As a system, education is the set of institutions and
organizations that are responsible for providing education. These institutions include schools,
universities, and other educational organizations.
The key difference between education as a process and as a system is that education as a process is
focused on the individual learner, while education as a system is focused on the institutions and
organizations that provide education.
Here is a table that summarizes the key differences between education as a process and as a system:
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Dimension
Education as a Process
Education as a System
Focus
Individual learner
Institutions and organizations
Goals
Acquisition of knowledge, skills,
and values
Preparation for life and work
Methods
Teaching and learning
Curriculum, instruction,
assessment
Participants
Learners, teachers, parents,
community members
Educators, policymakers,
administrators
Education as a process is important because it allows individuals to develop their knowledge, skills,
and values. This can help them to succeed in life and to contribute to society. Education as a system is
important because it provides a framework for the delivery of education. This framework ensures that
all learners have access to quality education, regardless of their background.
Both education as a process and as a system are essential for the development of individuals and
societies. By working together, educators, policymakers, and administrators can ensure that all
learners have access to quality education.
Components of education as a process and system:
Process
Learners: The learners are the students who are participating in the educational process. They are
responsible for their own learning and for working with their teachers to achieve their goals.
Teachers: The teachers are the professionals who are responsible for facilitating learning. They create
a learning environment that is conducive to learning and provide instruction and support to the
learners.
Curriculum: The curriculum is the set of courses and content that is taught in the educational system. It
is designed to provide learners with the knowledge, skills, and values that they need to succeed in life.
Assessment: Assessment is the process of measuring student learning. It is used to determine how well
students are mastering the material and to identify areas where they need additional support.
Instructional Methods: Instructional methods are the strategies that teachers use to deliver instruction.
They can include lectures, discussions, hands-on activities, and project-based learning.
Learning Resources: Learning resources are the materials that students use to learn. They can include
textbooks, articles, websites, and other media.
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Assessment Tools: Assessment tools are the instruments that teachers use to measure student learning.
They can include quizzes, tests, and projects.
Learning Environment: The learning environment is the physical and social space where learning takes
place. It should be safe, supportive, and conducive to learning.
System
Ministry of Education: The Ministry of Education is the government agency that is responsible for
overseeing the education system. It sets policies, develops curricula, and provides funding for schools.
Schools: Schools are the physical facilities where education takes place. They provide a safe and
supportive environment for learning and offer a variety of resources to support student success.
Parents: Parents play an important role in their children's education. They can help their children to
learn at home, provide support for their children's school work, and advocate for their children's needs.
Community: The community is also an important part of the education system. It can provide support
for schools, offer opportunities for students to learn outside of the classroom, and help to ensure that
all students have access to quality education.
PHILOSOPHICAL FRAMEWORKS AND SOCIOLOGICAL THEORIES IN EDUCATION
Philosophical frameworks in education
a) Evaluate the different philosophical frameworks applied in education. (Metaphysics, Logic,
Epistemology, and Axiology).
PHILOSOPHICAL FRAMEWORKS APPLIED TO EDUCATION
Objectives
By the end of the lesson, a teacher trainee should be able to:
a) Evaluate different philosophical frameworks applied to education
b) Critique the contribution of philosophical frameworks and their philosophical school of
thoughts to learning.
c) Interpret the basic education curriculum based on the philosophical framework
Introduction
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Philosophy deals with the most basic issues faced by human beings.
The content of philosophy is better seen as asking questions rather than providing answers.
It can even be said that philosophy is the study of questions. Van Cleve Morris has noted that
the crux of the matter is asking the “right” questions. By “right” he meant questions that are
meaningful and relevant- the kind of questions people really want answered and that will make
a difference in how they live and work.
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Philosophical frameworks applied to education.
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A philosophical framework, often called philosophy of education, is simply, what you believe
about the educational process, and how you plan to approach your classroom/students given
what you believe.
The formalized study of philosophical issues has been classified into four areas and these are:
Epistemology, Axiology, Metaphysics and Logic.
Epistemology
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Epistemology is the study of knowledge.
Central to this area of content of philosophy is the problem of the nature of human knowledge.
It is also concerned with the meaning of knowledge and the kind of criteria which ought to be
accepted as satisfying a condition of knowledge.
Further epistemology involves-inquiring not only into the nature of human knowledge but also
into its possibility and limits.
Problems of the fundamental ways by which the human being acquires knowledge are also
within the concern of this branch of philosophy.
Some typical philosophical questions regarding knowledge are:
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What is knowledge and how does it differ from belief or opinion?
What is truth, and how can we know if a statement is true?
What are the sources of knowledge?
Do absolutes exist, and if so, can we know them?
What is the relationship between faith and reason? Etc.
knowledge?
Application in classroom situation
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Help students to understand how they learn. Epistemology is the study of knowledge. Teachers can
help students to understand how they learn by teaching them about different theories of learning, by
providing them with opportunities to reflect on their own learning, and by helping them to develop
effective learning strategies.
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Help students to evaluate information. Epistemology can also help students to evaluate information
by teaching them about the different sources of information, by helping them to identify bias, and by
teaching them how to critically evaluate the information they encounter. This can be helpful for
students who are trying to make informed decisions about important issues.
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Help students to develop a love of learning. Epistemology can help students to develop a love of
learning by helping them to understand the value of knowledge, by exposing them to different ways of
knowing, and by providing them with opportunities to learn in a variety of ways.
Axiology
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Axiology is another area of content or branch of philosophy.
It deals with the study of values which are generally categorized into two.
These are ethics and aesthetic value.
Aesthetic values are to do with beauty, rhythm, harmony and uniformity.
They have to do with making value judgments about what is the good life, the right actions
good music, beautiful women and handsome men. But as soon as we are requested to supply
the Aesthetics is the study of artistic values.
Explication of the nature of beauty, the establishment of the basic criteria of beauty the
definition of aesthetic concepts is within the domain of this branch of philosophy.
This helps to clarify the concepts, broaden their meanings and dispel misconceptions and
ambiguities. But as soon as we are requested to supply the standards we normally use to arrive
at these type of value judgments we are not so quick in responding.
Ethics on the other hand deals with the nature of moral values. It seeks to interpret these values
as rationally as possible and to define moral concepts and conditions as clearly and distinctly as
possible.
Explication of the criteria of moral judgments and decisions and the justification of moral
judgments and values is also the concern of this branch of philosophy.
Application in classroom situation
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Help students to understand the nature of values. Axiology is the study of values. Teachers can
help students to understand the nature of values by discussing questions such as the nature of good and
evil, the role of values in human life, and the importance of making ethical decisions. This can be done
through class discussions, debates, and readings.
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Help students to develop their own values. Axiology can also help students to develop their own
values by providing them with opportunities to reflect on their own values, by exposing them to
different value systems, and by helping them to make their own ethical decisions.
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Help students to live a meaningful life. Axiology can help students to live a meaningful life by
providing them with a framework for understanding the role of values in human life. This can be
helpful for students who are trying to make sense of their lives and who are trying to find their purpose
in life.
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Metaphysics
In its Greek origin the term metaphysics literally means the study “beyond” or “after” (meta)
the physical world or reality (physics).
 As a branch of philosophy metaphysics deals with issues that are within both the physical and
the non-physical worlds.
 According to Bennaars et al (1994) there are many sub-areas within metaphysics and these are:
a) Cosmology which is a scientific study of the universe.
 It deals with speculation about the meaning and purpose of the universe.
 This arose from the fact that early philosophers were interested in studying the nature
and origin of the universe because of the many myths that existed at the time and
explained the meaning of the universe e.g. the earth is flat, the sun goes round the earth,
force of gravity. The philosophers rationally tried to explain the myth.
b) Theodicy which is an area that looks at the concept related to the super natural being.
 It is related to theology and looks at religious beliefs and existence of gods.
c) Ontology- An area that touches on natural beings and according to philosophers both living
and non-living things have one thing in common which is “beings”.
 They therefore participate in beings in different ways. Being is organic and inorganic
matter. The task of ontology is to examine the meaning of being.
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Application in classroom situation
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Help students to understand the nature of reality. Teachers can help students to understand the
nature of reality by discussing questions such as the existence of God, the nature of time and space,
and the relationship between mind and body. This can be done through class discussions, debates, and
readings.
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Help students to develop a worldview. A worldview is a set of beliefs about the nature of reality.
Teachers can help students to develop a worldview by exposing them to different philosophical
perspectives and by encouraging them to think critically about these perspectives.
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Help students to make sense of the world around them. Metaphysics can help students to make
sense of the world around them by providing them with a framework for understanding the nature of
reality. This can be helpful for students who are trying to understand complex or difficult concepts.
Logic
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As a branch of philosophy, logic is the study of the principles and methods used to
distinguish between correct and incorrect types of reasoning.
In this area philosophers attempt to understand the way human beings think by
scrutinizing the completed thinking process we usually identify with reasoning.
Although logic is considered as within the realm of philosophy, some areas, especially
some forms of formal logical are considered as part of mathematics.
Aristotle is considered as one of the founders of traditional logic in the Western world.
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Both logic and psychology are areas, which are interested in the study of our thinking
processes. However, the question is, “What are the differences between logical studies
and psychological studies of our thinking processes?” Two differences could be cited.
One, while psychological studies deal with all types of the workings of the mind,
logicians concentrate on the type of thinking we associate with reasoning. Two, while
psychological studies try to understand the activities of the mind as expressed through
our behaviour, logic is more interested in the various completed structures of our
reasoning process.
Traditionally, there are two types or ways of reasoning, viz, deductive and inductive.
Deductive reasoning is generally the kind where a particular conclusion is inferred from
general premises. Also, it is a kind where a specific feature of a particular object or
item is inferred from the features exhibited by the “general membership” of the object
or item. For example, a particular person “S” in the following arguments.
a) All human beings are liable to make mistakes.
b) S‟ is a human being.
c) Therefore, „S‟ is liable to make mistakes.
 This kind of reasoning is deductive. It is correct and valid because the conclusion
follows logically from the premises.
Inductive reasoning, on the other hand, is a kind where a general conclusion or law is inferred from
particular premises.
It is the reverse of deductive reasoning. If for example one wants to infer a general conclusion that all
mammals have hair, the inductive argument proceeds as follows:
a) “A” is a mammal and it has hair.
b) “B” is a mammal and it has hair.
c) “C” is a mammal and it has hair.
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Depending on the number of cases, at some point it may be reasonable to infer that all
mammals have hair. The higher the number of confirmed cases the stronger the conclusion.
Inductive conclusions are, indeed, valid.
In deductive reasoning the conclusion follows logically from the general statement, in
inductive reasoning, the conclusion can never be conclusive even when it is derived from the
combination of the earlier specific statements it is associated with.
In daily life, the deductive type of reasoning is illustrated by situations where we attempt to
behave in a certain way because there is a general rule or principle which states that we should
behave in such a way. For example, in many countries, we drive of the left side on the road
because there is a traffic rule that bides us to do just that. Inductive type of reasoning is
exemplified by the scientific mode of investigations where we try to study specific cases but in
the end we come up building a scientific law or theory.
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Application in classroom situation
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Teach students how to think critically. Logic is the study of reasoning. Teachers can help students to
think critically by teaching them how to identify valid arguments, how to avoid fallacies, and how to
evaluate evidence. This can be done through class discussions, debates, and activities that require
students to think critically about a problem or issue.
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Help students to communicate effectively. Logic is also the study of language. Teachers can help
students to communicate effectively by teaching them how to construct clear and concise arguments,
how to avoid ambiguity, and how to use language persuasively. This can be done through class
discussions, debates, and activities that require students to communicate their ideas clearly and
effectively.
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Help students to solve problems. Logic can help students to solve problems by providing them with a
framework for thinking about problems and for generating solutions. This can be helpful for students
who are trying to solve complex or difficult problems.
SCHOOLS OF PHILOSOPHY
There are four broad schools of thought that reflect the key philosophies of education that we know
today.
These schools of thought are: Idealism, Realism, Pragmatism, and Existentialism.
It is important to note that idealism and realism, otherwise known as general or world philosophies,
have their roots in the work of the ancient Greek philosophers: Plato and Aristotle, Whereas
pragmatism and existentialism are much more contemporary schools of thought.
IDEALISM
Idealism is a school of philosophy that emphasizes that “ideas or concepts are the essence of all that is
worth knowing.
Based on the writings of Plato, this school of philosophy encourages conscious reasoning in the mind.
Furthermore, idealists look for and value universal or absolute truths and ideas.
Idealists believe that ideas should remain constant throughout the centuries.
Educational Implications of Idealism
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Within an idealist educational philosophy, the curricular focus is on ideas rather than the
student or specific content areas.
Learning is also intrinsically motivated.
Teaching methods used within idealism include: lecture, discussion, and Socratic dialogue.
Essential to these teaching methods is posing questions that generate thoughts and spark
connections. Paul (n/d) suggests the following six types of Socratic questions:
REALISM
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Realism is a school of philosophy with origins in the work of Aristotle.
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This philosophy emphasizes that “reality, knowledge, and value exist independent of the
human mind”
Realists argue for the use of the senses and scientific investigation in order to discover truth.
The application of the scientific method also allows individuals to classify things into different
groups based on their essential differences.
Educational Implications of Realism
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Within a realist educational philosophy, the curricular focus is on scientific research and
development.
Outcomes of this thinking in classrooms today include the appearance of standardized tests,
serialized textbooks, and specialized curriculum
Teaching methods used in realism include:
 Demonstration
 Recitation
 Critical thinking
 Observation
 Experimentation
PRAGMATISM
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Pragmatism is “a process philosophy that stresses evolving and change rather than being”
In other words, pragmatists believe that reality is constantly changing so we learn best through
experience.
According to pragmatists, the learner is constantly conversing and being changed by the
environment with whom he or she is interacting.
There is “no absolute and unchanging truth, but rather, truth is what works”
Based on what is learned at any point and time, the learner or the world in which he or she is
interacting can be changed.
Educational Implications of Pragmatism
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A pragmatist educational philosophy calls for teachers who can support students learning by
promoting questioning and problem-solving during the natural course of lesson delivery.
The curriculum is also interdisciplinary.
Teaching methods used in realism include:
 Hands-on problem solving
 Experimenting
 Projects
 Cooperative Learning
EXISTENTIALISM
 Existentialism is a school of philosophy that “focuses on the importance of the individual
rather than on external standards” believes that our reality is made up of nothing more than our
lived experiences; therefore our final realities reside within each of us as individuals. As such,
the physical world has no real meaning outside our human experience.
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Educational Implications of Existentialism
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Within an existentialist classroom, the subject matter should be a matter of personal choice as
each student is viewed as an individual by the teacher.
Furthermore, answers come from within the individual in an existential classroom, not from the
teacher.
By examining students’ lives through authentic thinking, students are actively involved in the
learning experience. Existentialists are opposed to thinking about students as objects to be
measured, tracked, or standardized. “Such educators want the educational experience to focus
on creating opportunities for self-direction and self-actualization
Therefore, they start with the student, rather than the curriculum.
Extended activity
1. Research on the following school of thoughts and discuss their implication to learning.
a) Perennialism
b) Constructivism
c) Progressivism
2. Interpret the basic education curriculum based on the philosophical framework
Critique the contribution of philosophical frameworks and their philosophical school of
thoughts to learning.
1. Idealism:
 Idealism is a philosophical approach that emphasizes the importance of ideas and the mind in
understanding the world.
 In education, idealism emphasizes the pursuit of truth, knowledge, and moral values.
 It believes that education should focus on developing intellectual and moral virtues in students.
 Idealism influences education by prioritizing subjects like philosophy, ethics, and the
humanities, and by fostering critical thinking, reflection, and the exploration of abstract
concepts.
2. Realism:
 Realism is based on the belief that reality exists independently of human perception.
 It advocates for a practical and pragmatic approach to education, emphasizing the acquisition
of knowledge and skills that are relevant to the real world.
 Realism influences education by promoting subject areas like science, mathematics, and
practical skills.
 It emphasizes experiential learning, observation, and the use of scientific methods to
understand the world.
3. Existentialism:
 Existentialism focuses on individual existence and the freedom and responsibility of
individuals in creating their own meaning in life.
 In education, existentialism emphasizes the importance of personal choice, authenticity, and
self-discovery.
 It values student autonomy and encourages critical thinking, self-reflection, and exploration of
personal values and interests.
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4. Pragmatism:
 Pragmatism emphasizes practicality and the practical consequences of ideas and actions.
 It believes that knowledge is derived from experience and that education should be relevant to
practical needs and problem-solving.
 Pragmatism influences education by promoting hands-on learning, experimentation, and the
application of knowledge in real-life contexts.
 It encourages critical thinking, problem-solving skills, and collaboration.
5. Perennialism:
 Perennialism emphasizes the enduring and universal principles of knowledge and values.
 It believes that education should focus on timeless ideas and truths that are relevant across
cultures and generations.
 Perennialism influences education by emphasizing subjects like literature, philosophy, and
history.
 It seeks to cultivate a deep understanding of the classics and fundamental principles, aiming to
develop students' intellectual and moral character.
6. Constructivism:
 Constructivism views learning as an active process of constructing knowledge through
personal experiences and interactions with the environment.
 It emphasizes that learners actively build their understanding and meaning through their prior
knowledge and experiences.
 Constructivism influences education by promoting hands-on, inquiry-based learning,
collaborative activities, and the use of authentic tasks and real-world contexts.
 It encourages critical thinking, problem-solving, and the construction of knowledge through
reflection and social interaction.
7. Progressivism:
 Progressivism focuses on the needs and interests of the individual learner, emphasizing their
active participation in the learning process.
 It values experiential learning, social interaction, and the integration of knowledge and skills.
 Progressivism influences education by promoting student-centered approaches, project-based
learning, and the exploration of real-world issues.
 It encourages critical thinking, creativity, and the development of social and problem-solving
skills.
Critique the contribution of philosophical frameworks and philosophical school of thought to learning.
1. Idealism:
 Contribution: Idealism places a strong emphasis on intellectual and moral development. It
encourages critical thinking, reflection, and the exploration of abstract concepts. Idealism promotes the
pursuit of truth and knowledge.
 Critique: Idealism can be criticized for its sometimes limited focus on abstract ideas, which may not
always connect directly to practical applications. It may neglect the importance of real-world
experiences and skills needed for practical problem-solving.
2. Realism:
 Contribution: Realism values practicality and the relevance of education to the real world. It
emphasizes the acquisition of knowledge and skills that can be applied in practical contexts. Realism
encourages scientific inquiry and observation.
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Critique: Realism may have a tendency to prioritize factual knowledge over deeper conceptual
understanding. It can be criticized for undervaluing subjective experiences and neglecting the
importance of critical thinking and creativity.
3. Existentialism:
 Contribution: Existentialism highlights personal choice, authenticity, and self-discovery in education.
It encourages students to explore their own values, beliefs, and meanings in life. Existentialism
promotes individuality and self-expression.
 Critique: Existentialism may be criticized for its potential to prioritize subjective experiences at the
expense of objective knowledge. It may downplay the importance of a shared cultural heritage and the
transmission of certain essential knowledge and skills.
4. Pragmatism:
 Contribution: Pragmatism emphasizes practicality and problem-solving skills. It values the
application of knowledge and encourages active learning through hands-on experiences. Pragmatism
promotes critical thinking and collaboration.
 Critique: Pragmatism can sometimes overlook the importance of foundational knowledge and
theoretical understanding. It may not give sufficient attention to deeper conceptual development and
can be overly focused on immediate practical outcomes.
5. Perennialism:
 Contribution: Perennialism emphasizes the enduring and universal principles of knowledge and
values. It seeks to cultivate students' intellectual and moral character by focusing on timeless ideas.
Perennialism promotes the appreciation of literature, philosophy, and history.
 Critique: Perennialism can be criticized for its potential to disregard cultural diversity and the
evolving nature of knowledge. It may prioritize traditional disciplines and canonical works while
neglecting contemporary issues and perspectives.
6. Constructivism:
 Contribution: Constructivism promotes active learning and the construction of knowledge through
personal experiences. It recognizes the importance of prior knowledge and encourages students to
make meaning from their interactions with the environment. Constructivism fosters critical thinking
and collaboration.
 Critique: Constructivism may be criticized for its potential to overlook the importance of explicit
instruction and foundational knowledge. It may not provide sufficient guidance and structure for
learners, especially in complex or abstract subjects.
7. Progressivism:
 Contribution: Progressivism emphasizes student-centered approaches, project-based learning, and
real-world problem-solving. It values active participation, social interaction, and the integration of
knowledge and skills. Progressivism fosters critical thinking, creativity, and social development.
 Critique: Progressivism can be criticized for its potential to overlook the importance of foundational
knowledge and the transmission of essential skills. It may prioritize individual interests over the
broader curriculum and may not adequately prepare students for standardized assessments.
Extended Activity
Interpret the basic education curriculum based on the philosophical frameworks.
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WESTERN EDUCATION PHILOSOPHIES
Specific learning outcomes
By the end of the lesson, teacher trainee should be able to:
a) Examine western philosophical ideologies of education in relation to the classroom instruction.
b) Evaluate the influence of western philosophies on education.
c) Apply certain aspects of western philosophies to promote learning.
d) Appreciate the influence of western philosophies to the learning process.
Western philosophical ideologies of education in relation to the classroom instruction
a) Plato- Education for all
b) Socrates- Inductive learning
c) Jean Jacques Rousseau- Education for the whole person
d) Johann Pestalozzi- Head, Heart and Hands.
e) Fredrick Froebel- Education for Socialization
f) John Dewey- Pragmatism, Experientialism, Participatory and Functional Learning.
g) Maria Montessori- Education through play and play things,
h) Jerome Brunner- Learning Theory.
SOCRATES
Inductive Method
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He is famous for Inductive (discovery approach) method in his teaching.
He is a proponent of the question-and-Answer method of teaching.
His greatest aim was to encourage thinking on part of individual learners and get to him to
discover things by himself.
Socrates’s contribution to education in Kenya is that Inductive and Question and Answer
methods are recommended and used by teachers in schools.
PLATO:
Education for all
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He was a pupil of Socrates.
According to him, education’s aim was both for the happiness of an individual and the
goodness of the state.
Education was a great business of life and for the preservation of the state.
He stressed that boys and girls should receive same education to the age of 6 years.
Plato’s contribution to modern education
a) Education to be universal and compulsory
b) Education to be state controlled
c) Co-education type of education
d) Corporal punishment discouraged
e) Use of mother tongue as a medium of instruction
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f) Physical education was emphasized.
All these have been incorporated in the school curriculum in this country.
JEAN JACQUES ROUSSEAU (1712 – 1778)
Education for the whole person
 He was born in Geneva, his philosophy influenced educational systems, he emphasized on
children learning through experience and natural education.
 He came up with a book called Emile, which also emphasized on the role of all stakeholders in
the education of the child.
 He is the father of childhood education i.e. (child – centered education).
 Education should be planned around the child i.e. need, interests, ability and stages of
development.
Implications /applications of his ideas
o Children should be provided with role models so that they imitate good hobbits.
o Since children develop in stages, the curriculum should be organized in different stages.
o ECDE program should cater for individual needs of every learner.
o Every child has some basic instinct hence a lot of learning materials ands exposure to
conducive environment should be provided.
o Children should not be forced to grasp content beyond their abilities.
o Learning through discovery should be emphasized which encourages children to reason.
o The state should support ECDE program at all cost for effective learning.
JOHANN PESTALOZZI
Head, Heart and Hands
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Born in Switzerland in 1746, he emphasized on the use of senses and individualized program.
He saw education as central to the improvement of social well-being of the child.
The belief of Johann Pestalozzi, like that of Rousseau, was that the child must be the centre for
education process.
His major contributions were;
a) The education should aim at developing the child from within and not imposing
adult’s standards on it.
b) That pupil’s activity is the vital method
c) That oral teaching should be applied in all lessons.
d) The progress should be from concrete to abstract, from particular to general (inductive
method)
Pestalozzi’s thinking has influenced education in Kenya in the following ways.
a) The child is still highly regarded in the process of education
b) The emphasis in teacher education is on the child as the center of the learning process.
c) Pupil’s activity is given prominence at the level of lesson planning
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d) The induction method is one of the many methods used in teaching in order to engage the
learner in the learning process.
e) Oral teaching is emphasized in the teaching of languages.
f) The involvement of all the child’s sense in learning is emphasized
g) The creation of a conducive learning environment is also emphasized.
JOHN DEWEY: (1850 – 1952)
Participatory learning
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
He is associated with the project method
His main ideas:
a) Recommended child centered curriculum
b) Children should take active part in life at home, in the villages and in the community to
prepare best for life
c) The role of the teacher is to guide the child in participating in community projects
d) Formal education has to be life itself
Dewey’s contribution to education in Kenya is that;

The project method is used in teaching upper primary and Higher levels of learning.
MARIA MONTESSORI (1870 – 1952)
Education through play and play things/material
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She developed interest in “pedagogy” while working with retarded child.
She designed various materials for sense training e.g. rods etc.
She valued play in learning.
Her main contribution (Kenya)
a) There are a few nursery schools in Kenya following Montessori’s ideas
b) Play is used as a method of learning
c) A variety of play equipment is used in school
FREDRICK FROEBEL (1782-1852)
Education for socialization
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He was a German and a trained teacher.
Froebel was greatly influenced by the study and observation of plants and insects.
He came-up with the idea of the “Kindergarten” the child’s garden.
His main ideas
a) That play is important in learning.
b) That socialization is important in learning.
c) That cooperation among children should be encouraged.
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His thinking has influenced education in Kenya in that:
a) Kenya has nursery schools, the brain child of Froebel
b) He is the father of Kindergartens; there are pre-units in Kenya
c) Nursery teachers are trained
d) Play is emphasized as a method as a major method of teaching and an enjoyable way
through which children learn.
e) The teacher’s role is seen as that of a guide and provider of a suitable environment and
play things/material.
John Comenius (1592-1690)
His Contributions can be summarized as follows;
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That the aim of education should be teaching of all things to all men.
The education should be appealing to the child’s natural interest; for example, allowing the
children to write composition in English language from topics they are familiar with.
That teaching should be orderly according to the age of the learners.
That whatever is taught should be of practical value to everyday life.
That whatever is to be known should be taught by presenting the object directly to the child.
That religion should be emphasized so that one would gain control over oneself and the
environment.
That learning should proceed from known to unknown
That children should learn to do by doing.
That punishment should not be used to motivate leaners.
That learning should be through experience or through purposeful activity.
The ideas of John Comenius have influenced education practice in Kenya in the following ways;
B. African Philosophies
1) Harambee philosophy2) Nyayo Philosophy – Education for peace
3) Common man’s charter
4) Ujamaa – Education for self-reliance
5) African Socialism – Sessional paper No. 10 of 1965
Activity:
Search for and read information from internet and other sources on the above African philosophies of
education. We shall discuss in our next lesson
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AFRICAN PHILOSOPHIES OF EDUCATION
By the end of the lesson, a teacher trainee should be able to;
a) Assess different African philosophies of education
b) Investigate on the influence of African philosophies on education.
c) Evaluate the differences and similarities of African philosophies and ideologies of
education.
d) Practice social justice when using different philosophies in learning.
e) Observe the value of peace in the learning process.
African Philosophies are;
i.
ii.
iii.
iv.
v.
Harambee philosophy- Jomo Kenyatta
Nyayo Philosophy – Education for peace, love and unity.
Ujamaa – Education for self-reliance
African Socialism – Sessional paper No. 10 of 1965
Common man’s charter- Milton Obote
Harambee philosophy
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Means “pooling together”
It’s a guiding principle of working together and pooling resources according to our ability and
willingness to bring about development in education and other areas of national development.
It is associated with the founding father of the nation of Kenya Mzee Jomo Kenyatta.
He used the word “Harambee” to as a clarion call to pool efforts and resources together for the
development of an independent nation.
The growth of independent schools before independence was through cooperative efforts by
the communities involved to provide facilities of the much desired western education.
After independence, Harambee was seen as the only viable alternative to facilitate social and
economic development.
Contribution of harambee to the development of education in Kenya
a) Majority of primary and secondary schools have been built through harambee spirit. Money
raised in harambee meetings and by parents has been used to build the required classrooms and
workshops.
b) Colleges of technology and polytechnics build in the early seventies are as a result of the
Harambee spirit of the Kenyan people.
c) A large number of students have studied in foreign countries through funds raised during
harambee meetings.
d) The introduction of cost sharing policy in development of education is a form of harambee that
involves the government and the citizens in the development of education.
Problems that threaten to kill the harambee spirit in Kenya today
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Forced contribution in some areas by the local leaders
Misuse and misappropriation of funds collected during harambee by some leaders.
Some donors issuing bouncing cheques
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Some people viewing harambee as a form of indirect taxation
Failure to account for funds collected
Looting of government funds by some officers to buy political favours during harambees.
Ways of sustaining the harambee spirit.
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Leaders should educate the local people on the need to contribute voluntarily instead of forcing
them to do so.
Harambee financial records should be audited to reduce incidents of misuse and
misappropriation.
Harambee efforts and projects should be coordinated to avoid duplication of efforts and
overtaxing of contributors.
Local people should be the benefiaries of the harambee projects they have funded.
Government officials should be banned from presiding over fund raising ceremonies.
Developing Harambee spirit amongst the pupils

The harambee spirit can be developed in pupils;
 When cooperation is encouraged in sharing of ideas through class discussions.
 When pupils work together in school projects such as farming, tree planting and
other forms of cooperative learning.
 When pupils take part in walks to raise money for a given project in the community.
 By learning to cooperate in games, drama and other co-curricular activities.
The Nyayo Philosophy
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The word ‘Nyayo, is a Kiswahili word that means ‘footsteps’.
The word was given an impetus by the late president Daniel Toroitich Arap Moi when he took
over Kenya’s leadership from the late Mzee Jomo Kenyatta in 1978.
President Moi swore to follow in the footsteps of the late Mzee Jomo Keyatta emphasized that
the independence in Kenya had to commit itself to love, peace and unity.
These aspects became the pillar of the Nyayo Philosophy of peace, love and Unity
The Nyayo Philosophy is founded, firstly on African Socialism which recognizes human
dignity, equality and sharing of resourcesproduced by people’s effort through self-help and
secondly on Christian teaching, which stresses the theme of peace, love and unity.
Educational issues that were emphasized under Nyayo Philosophy
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Education for self-reliance in the 8-4-4 system of education.
Expansion of university education through opening of new universities.
Environmental through planting of trees, establishment of tree nurseries, protection of
endangered species of indigenous trees, establishment of the presidential commission on soil
commission on soil conservation and afforestation and introduction of environmental education
in colleges.
Wildlife conservation through establishment of a special department.
Control of population growth through introduction of population and family life education as a
subject in teacher training colleges.
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Ways of propagating Nyayo Philosophy of peace, love and unity in school setting.
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Teachers showing a good example, by loving their pupils as they love their children and
cooperating among themselves in an atmosphere of peace.
Encourage pupils to be mindful of other people’s welfare through assisting the less privileged
members such as disabled children.
Encourage pupils to join clubs and societies which provide for the opportunity to serve others
such as scouting and girl guides.
Encourage pupils to share learning resources and experiences in a learning situation.
Highlighting the themes of peace, love and unity when teaching subjects such as religious
education.
The African Socialism
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According to the sessional paper No. 10 of 1965, African socialism is a term used to describe
an African political and economic system that is positively African and not imported from any
country.
It was seen as a system that is capable of incorporating useful and compatible techniques from
whatever sources.
The system was expected to meet the following conditions;
 Draw on the best of African tradition.
 Be adaptable to new and changing circumstances.
 Not rest for its success on a satellite relationship with any other country or group of
countries
Main Features of African Socialism
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There should be political democracy- government of the people, by the people for the
people.
There should be a mutual and social responsibility.
There should be various forms of ownership
A range of controls should exist to ensure that property is used in the mutual interest of
society and its members.
There should be no diffusion of ownership to avoid concentration of economic power on
an individual or group of persons.
There should be progressive taxation to ensure equitable distribution of wealth and
income.
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Guiding principles of educational goals stipulated in Sessional Paper No. 10 of 1965 (African
socialism)
The sessional paper states that;
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The aim of education will be to produce good citizens inspired with the desire to serve
their fellow men.
Education should meet the needs for economic growth by producing the required
manpower.
Education should promote national unity.
Education should encourage proper use of leisure time
Education curricular should meet the government specified standards.
All citizens shall be expected to contribute to the development of education through self-help
activities, payment of school fees, taxes and service as teachers.
Influence of the sessional Paper in the development of education in Kenya
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One of the goals of education, which is to foster a sense of nationhood and promote national
unity has been achieved.
Another goal which states that education should meet the needs of social and economic
development is given consideration.
Curriculum development is centralised at K.I.C.D and therefore the government controls the
curricula followed in both primary and secondary school.
The citizens have and continue to cooperate immensely to the development of education.
Ways of promoting mutual Responsibility in school environment
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The pupils would be expected to carry out certain duties for the school while the school has
responsibility to the pupils in return. These are;
 Represent the school in interschool competitions such as drama, music, sports and
games.
 Promote the image of the school in both academic and disciplinary matters.
 Take part in keeping the school compound and classroom clean.
 Provide leadership where required; for example, as a prefect in the school
administration.
 Take care of the school property
The school on the other hand has responsibility on the child and is expected to provide:
 Suitable learning opportunities
 Guidance and counselling services
 Security and service
 Emotional, social and security needs
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Education for self-Reliance
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Associated with mwalimu Julius Nyerere of Tanzania
He spelt out policy of self-reliance in the Arusha Declaration of 1967
The word he adopted for self-reliance was ‘Ujamaa’, which means brotherhood, or family
hood.
This principle emphasized cooperation, equality and self-help in the community.
He saw education as a means of teaching the principle of self-reliance
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Reasons for the introduction of education for self-reliance in Tanzania
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To Forster the social goals of living and working together for a common goal
To Solve the problem of unemployment of university graduates
To Stress the concept of equality and responsibility to give services go with special ability.
To Emphasize cooperative endeavour and not individual advance.
To prepare young people for the work they will be called upon to do in the society.
Break the dependence of Tanzania’s development on foreign assistance and control.
Reduce the alarmingly raising budget on education.
How education for self-reliance was introduced in Tanzania.

It was introduced as follows;
 First the content of primary education was changed so as to prepare children for the
future.
 Kiswahili was made medium of instruction in primary school
 The age of entry to primary schools was raised from seven to eight years.
 Teaching methods were to emphasize learning by doing, experimentation and
experience in the real life situation.
 Through Ujamaa schools, education was to be taken to the community. The
community was to share in educating children, e.g. sharing its skills in art and craft
with the children.
 Each school was expected to have, as an integral part of it, a farm or workshop which
would provide the food to be eaten by the school community and contribute to
national income.
Problems that faced the implementation of Education for Self Reliance in Tanzania

The problem was that;
 The concept some teachers had towards the change was misleading. For some teacher,
‘Education for Self Reliance’ initially meant little more than a return to school farming
with optimum credit likely to go to the school with largest acreage and heaviest crop.
 There was a problem of well-educated teachers.
 There was a negative attitude towards ‘Education for Self Reliance’ by students of
advanced levels.
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The Common Man Charter of 1970
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It’s a document made in Uganda after independence by Dr. Milton Obote.
The aim of the document was to change Uganda from a feudal system of Kingdoms to
socialistic state.
Aspects of change that the charter intended to introduce.

The aspects of change intended were that;
 All the people regarded as equal in sharing the fruits of their labour regardless of their
background.
 The bulk of the population be educated and be involved in the election of their leaders.
 The mases be educated to educated to coordinate the hands and the economic
productivity.
 Industries be nationalized and foreign industries be 60% government-owned.
 All practices of corruption such as tribalism and nepotism be destroyed.
 A national youth service be established
Reasons why the ideas of the charter were not implemented
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The overthrow of Obote’s government
The political instability that existed in Uganda for many years
The changing times, which may have rendered some of the ideas irrelevant.
Sociological theories of education
a) Explore sociological theories of education applied in learning. (Connectivism, critical theory,
functionalist theory, interaction theory, social learning theory)
b) Distinguish the sociological theories of education based on their implication to education.
c) Examines how sociological theories influence education systems and the learning process
d) Apply concepts of sociological theories to promote learning.
e) Acknowledge the contribution of sociological theories to education.
LAWS ON RIGHTS OF THE CHILD IN EDUCATION
The UN Convention on the Rights of the Child
a) Examine the UN Convention on the rights of the child as applied in school (Convention on the
Rights of the Child Geneva 1989, Jomtien 1990, Salamanca Conference 1994 among others)
b) Discuss the rights of the child as stipulated in the UN Convention on the rights of the child.
c) Evaluate the UN Convention on the rights of the child in relation to practice in school.
d) Discuss the UN charter on the declaration of human Rights Article 26
e) Apply the UN convention on the rights of the child in school
f) Recognize the importance of the UN Convention on the Rights of the Child in Education
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The African charter on the rights of the child
a) Interpret the African charter on the rights of the child in relation to the practice in school.
(Dakar Education for All, African Charter On the rights and welfare of the child ACRWC 1990
among others)
b) Evaluate the African charter on the rights of the child in relation to the practice in school
c) Apply the African charter on the rights of the child in school.
d) Embrace the African charter on the rights of the child in education.
The African Charter on the Rights and Welfare of the Child (ACRWC)
The African Charter on the Rights and Welfare of the Child (ACRWC) provides a framework for
protecting and promoting the rights of children across Africa.
African charter provides for the following right to the child.

Right to Education
 The ACRWC emphasizes the right of every child to access education. I
 n the context of schools, this means that educational institutions have an obligation
to provide accessible, inclusive, and quality education to all children within their
jurisdiction, without discrimination.
Non-Discrimination
The ACRWC upholds the principle of non-discrimination, requiring schools to ensure that all children,
regardless of their background, enjoy equal educational opportunities. This includes addressing
discrimination based on factors such as sex, race, religion, disability, and socioeconomic status.
Schools should provide an inclusive environment that respects the rights and dignity of all children.
Best Interests of the Child
The ACRWC places a paramount importance on the best interests of the child. In the context of
schools, this principle guides decision-making processes related to education, curriculum
development, disciplinary measures, and other aspects that impact children's well-being and
development. Schools should prioritize the holistic needs and interests of children in their practices.
Child Participation
The ACRWC recognizes the importance of involving children in matters that affect them. In the
context of schools, this means promoting meaningful participation of children in decision-making
processes, school governance, and curriculum development. Schools should create opportunities for
children to express their views, have their opinions considered, and actively participate in shaping
their educational experiences.
Protection from Abuse and Exploitation
The ACRWC mandates the protection of children from all forms of abuse, violence, and exploitation.
In the context of schools, this requires implementing measures to prevent and respond to incidents of
abuse, bullying, corporal punishment, and any other forms of harmful behavior. Schools must create
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safe and secure environments that prioritize the physical, emotional, and psychological well-being of
children.
Quality Education
The ACRWC emphasizes the provision of quality education for children. Schools should strive to
meet educational standards and ensure that children acquire the necessary knowledge, skills, and
competencies to fully develop their potential. Quality education should promote critical thinking,
creativity, and the holistic development of children.
Interpreting the ACRWC in relation to the practice in schools highlights the need for educational
institutions to create inclusive, safe, and supportive environments that respect children's rights and
foster their overall well-being and development. It underscores the importance of addressing barriers
to education, promoting child participation, and upholding the best interests of the child in all aspects
of educational practice.
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National laws on the rights and responsibilities of the child
INSTRUMENTS WHICH PROVIDES FOR THE RIGHTS OF CHILDREN
1. Declaration of The Rights ofA Child (Geneva 1924)
 A declaration in this context refers to a statement that urges someone to follow the
principles it contains
 The League of Nations declaration on the right of the child declares that all men and
women of the world have a duty to give the child needs and necessities for
development.
 Mankind owes to the child the best it has to give.
 Although those principles are broad,they have been interpreted to mean that children
must be first to receive relief in times of distress
 Children must be given needs needed for their normal development both materially and
spiritually.
 Children should be fed when hungry, sheltered and cared for if orphaned and treated
when sick.
 Children must be protected against every form of exploitation.
2. Universal Declaration of Human Rights (Geneva 1948)
 It’s intended to be standard for all countries and in article 30, the instrument emphasize on
child rights among human rights which included child’s entitlement to education and special
care and assistance.
3. The International Covenant on Civil and Political Right (The Political Covenant 1966)
 It’s a binding legal agreement between states and provides the rights and freedom of
individuals, adults and children without discrimination based on color, race, creed,
ethnicity, religion, sex, social origin, poverty etc.
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4. The United Nations Convections On Rights of a Child
 It was adapted by the UN general assembly in 1989.
 It serves as a major point of reference in very many issues concerning the child. The
Kenyan government ratified this in 1990.
 It established now ethnical principles and international standards of treatment of
children which includes:
a) Nondiscrimination (article 2)
b) Survival and development (article 6)
c) Best interest of the child (article 3)
d) Respect for the views of the child (article 12)
 UNCRC is comprehensive for it assures children of their political, economic, social cultural
rights and civil rights.
Civil rights
 name and nationality
 freedom of expression
 freedom of association
 freedom of thought conscience and religion
 protection against being deprived of nationality
 Protection against unlawful arrest and unjustified deprivation of liberty.
Political rights
-protection from all forms of discrimination
- Protected in wars, clashes and conflicts
- Protected when in conflicts with war, subjected to abusive situations e.g. child labour
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Economic rights

Rights to survival and development

Right to adequate standard of living

Special case that ensures dignity of the child and promotes self –reliance and participation of
the disabled children

Provision of health services

Security and child care services.
Social rights

Protection against kidnapping

Protection against abuse and neglect

Receive alternative care

Safe adoption system

Need to live with parent / maintain contact separated
Cultural rights

Freedom to enjoy one’s culture, religion and use of one’s language

Rights to play, leisure and opportunity to participate in cultural activities

F.P.E

Access to secondary education and vocational training.

Education that fosters child’s respect.
 UNCRC is also universal - it applies the same to all children in all situations in all
communities worldwide.
 UNCRC is unconditional - it requires every state to protect all children’s rights even those
states of all the government without resources
 UNCRC is holistic - all rights are essential, interdependent, equal and indivisible - meaning all
the rights have equal status and should be taken holistically for all human needs.
5. International Covenant On Economic Social and Cultural Rights (Social Covenant 1966)
 Thiscovenant requires the government to take special measures to protect children from
economic and social exploitation.
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 These exploitation includes: employment of children, illegal involvement of children
in work that is dangers for their life
 It also requires the government to ensure health development of a child and the mothers
health should also be taken care of to avoid infant mortality.
6. African chapter on the rights and welfare of the child.
 The rights and welfare of the child was started from a conference in 1987 which was
organized by the African network for the prevention and protection against child abuse
and neglect (ANPPCAN)
 This conference was to discuss the situations of children on armed conflict in Africa
and it was supported by UNICEF.
 The participants were informed of child rights and they recommended that a region
meeting be held to examine the draft convention from the African perspective.
7. The declaration on the rights of a child (Geneva 1959)
 This was the 1st international document that reflected clearly on the rights of a child.
 This declaration brought the principle of best interest of the child so that it can guide
members who make decision that affect children
 It was later incorporated with UNCRC in 1989 and African chapter 1990.
 The Geneva declaration incorporated also the principles of the 1924 declaration.
8. Salamanca conference (1994)
 This was a world conference on special needs education which was held in Spain in
1994.
 Members of 92 governments and 25 international organizations attended
 The objective for this conference was education for all.
 This theme had been championed in the Jomtien conference 1990 in Thailand
 Among the recommendations made were;
 Every child has a fundamental right to education
 Education system should take care of the diversity of children’s characteristics and
needs.
 Every child has unique characteristics, interest, abilities and learning needs
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 Persons with special need must access to regular schools which should accommodate
them
 The regular schools should ensure that there are no discriminatory attitudes hence
create welcoming community building an inclusive community and achieving
education for all.
9. The Dakar conference (2000)
 It was a word education forum held in Dakar Senegal 2000 April. It was sponsored by
UNESCO United Nations education science and cultural organization.
 It was also responsible for EFA 2001
 Apart from EFA gender discrimination which was still in education system and the
quality of learning and acquisition of human values which had failed short of the
aspiration and the needs of individual and society were also assessed.
 The members reaffirmed the vision of the world declaration on Education for all which
was adopted earlier at Jomtein Thailand in 1990.
 The conference members committed themselves to:
 Eliminate gender disparities in primary and secondary education by 2005
 Achieve gender equality in education in 2015
 Ensure that by 2015 all children especially girls in difficult situations /
circumstances and those o minority groups access free and compulsory
education.
 Ensure that persons with special needs have access to regular schools.
 Agreed to improve all aspects of quality of education and ensure
excellence of all so that they recognized measurable learning outcomes
are achieved.
 Ensure that by 2015 they have achieved 50% improvement of levels of
adult literacy especially for women.
10. Children’s Act 2001
 The children act of 2001 has the same provisions as the United Nations convection on
the Rights of the UNCRC child.
 This act of 2001 is constituted into one law of the children and young person’s act the
guardianship of the infant’sAct and the adoption Act.
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 The act has fourteen main parts with several provisions which are presented by
ANPPCAN.
Part 1 - it deals with definitions of terms and phrases relating to children’s law.
Part 2- gives the rights and welfare of the children as provided in UNCRC and African chapter
Part 3 - explains the parental responsibility which includes the duties, rights, power and authority that
caregivers have over the child and the child’s property.
 The rights of parents over their children are presented as follows: 
Bury or cremate their children

Take care of their children’s property

Appoint guardian for their children

Name the children

Guide their children in religious, moral and cultural values
 According to the act a father assumes parental responsibilities if married to the child’s
mother when the child is born.
 father assumes parental responsibilities if he marries the child’s mother after the child is
born
 A father assumes parental responsibilities if he is granted parental authority by the court
in case he is not married to the child’s mother.
 A father assumes parental responsibility if he accepts and takes care of the child even
when he is not married to the mother.
 Mother on the other hand have parental responsibility at all-timeexcept , if she has been
declared unfit mother and the child given an alternative care .,if she is separated or
divorced and was not given children’s custody .
Part 4
- deals with administration of children’s services which also creates national council for
services which protects the rights of the children’s.
Part 5 - establishes children’s institutions and provides guidelines on the laws of those institutions
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- The institutions includes:
Rehabilitation centres

Children’s remand homes

Charitable organizations
Part 6 - establishes the children’s courts to deal with matters concerning civil cases.
Parental responsibility, custody, maintenance children in need of care and protection.
 It also deals with matters concerning criminal cases except in issues where a child is
charged with murder or is jointly charged with on adult.
 It deals also wit offences where people are cruel / negligent against a child.
Part 7 deals with matters related to custody and maintenance of a child.
Part 8 deals with judicial power for the protection of children
The court gives some order to ensure proper upbringing and welfare of the children.
A child, parent, guardian relative or authorized officers may apply the following orders -:

Family assistance order - it allows a person to give guidance and advise to a child’s family

Child’s assessment order - it gives allowance for the child to be evaluated to see if he/she is
doing well.

Production order- it makes a person keeping / hiding a child to take him/her to court .

Exclusion order - it stops a person / people from coming into contact with the child

Wardship order - it puts the child under the protection of another person

Residence order - states where and with whom a child shall live .

Access order - allows a person to visit a child or a child to visit a person
Part 10- deals with children in need of special care and protection
Such children include -:
 orphans
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 destitute /abandoned
 homeless/ beggars
 children whose parents are unfit
 imprisoned mother’s children’s
 children in danger of FGM
 children prevented from getting education
 child laborers
 displaced children etc
Part 11 - deals with conditions in placing a child under foster are and also explains who can be a foster
parent and their responsibilities
 foster parents must be residents of Kenya
 Foster parent cannot go out of the country with the child without permission from the
court.
Part 12- deals with adoption committee which oversees the adoption issues.
 adoption can be done by unmarried people provided one or both applicant is less than
65 years old , is not less than 25 years old , is at least 21 years older than the child to be
adopted .
Persons who cannot adopt a child

unmarried male applicants unless under key special circumstances

a single applicants of the opposite sex of the child

partners in a polygamous marriage

persons who are not of sound mind

home sexual

applicants who are not married to each other

a sole foreign applicants
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-
Adoption should be accompanied by written permission from -:
o the mother incase the child is born out of wedlock
o
no parents or guardians
o The father of the child born out of wedlock if he has acquired parental responsibility
o The court for the foreigners
o The child if he has attained the age of 14 years.
International adoption
An applicant who is a non-Kenyan citizen and not residing in Kenya may apply to adopt a Kenyan
child if he/she has:
1. Authority from their country as being suitable to adopt a foreign child.
2. He must have satisfied the court of law that their own country will respect and
recognize the adoption order.
3. Must have obtained the consent of the government or the court of law.
NB incase of local and international adoption cases the court must make an order after ascertaining
that
(i)
no payment is given as consideration of adoption
(ii)
the order will be in the best interest of the child
(iii)
Any person whose consent has been done away with on the grounds of incapability is still
incapable at the date of making the order.
(iv)
Both the applicants and the child have been assessed and evaluated by a registered adoption
society in Kenya.
(v)
Where the applicant is not a relative o the child, reasonable efforts be made to inform the
relatives and that no able relatives have expressed willingness to adopt.
 Every person whose consent is necessary and who is still illegible to adopt must have
consented and understand the nature of effect of the order.
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Part 13 it with the child’s offenders
 According to this section every child accused of breaking the law shall not be
compelled to give a testimony or confess to be guilty.
 They have free assistance of an interpreter if necessary.
 Shall have decision and measures imposed on hem reviewed by a high court if they had
been found guilty.
 shall have matters determined without delay
 shall be given special care and treatment especially if they have disability
Part 14 - talks about general powers of the minister in charge of children’s affair.
A general punishment is given to any person who commits an offence according to this act (children’s
act 2001).
DIFFERENCES BETWEEN THE AFRICANS CHAPTER AND THE UN CONVECTIONS
(UNCRC)
1. the chapter defines the roles of relations In adoption and fostering and in general care
and protection of the child
2. the chapter makes the rights to education simpler to the child by first spelling out what
education should aim to accomplish before making it compulsory
3. Participation rights are not only addressed to children according to African chapter but
also to parents, relatives and community in ensuring these rights unlike the UNCRC.
4. African chapter recognizes the importance of the institution of the family and provides
for its protection and this is shown in Article 13.
5. African chapter ascents as a matter of fact that the best interest of he child shall
constitute the primary consideration (basic needs) in all actions undertaken by any
person in authority Article 4 clause 1.
 What is involved in the best interest of the child? Primary consideration (basic need)
food, shelter, clothing, air, health education.
6. The chapter recognizes the role of women in upbringing of children whereby article 30
providing for the children of imprisoned mothers where it recommends that there
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should be establishment of special alternative institutions for such mothers and that
they should never be given death sentence.
7. the chapter also explicit that children do not only have rights but also duties and
obligations to their families, communities and states as its stated in the African culture .
8. Article 22 in the chapter prohibits participation of children under 18 years in armed
conflicts and hostility.
9. Article 26 of the chapter commits state parties to the chapter to accord priority to the
special needs or displaced and refugee children as well as those living under
discriminatory practices.
10. the chapter raises standards in many significant areas while it re-affirms the unique and
privileged position that children occupy in African society eg recognizing the problems
that affect the children in African i.e. all forms of discrimination, poor living conditions
which threaten the survival of the children, unequal treatment of the female child, lack
of meaningful participation of local communities in planning programmes for the
children.
INTERVENTION STRATEGIES BY CAREGIVERS
For the caregivers to play their roles effectively it’s important to suggest clear interventions strategies
which can be adopted to safeguard the children’s rights :1. Give children full attention
 Caregivers should sit on an equal level with children.
 This means that the child is likely to be intimidated by a tall standing person than one
who is either squatting, sitting or who is lifting up the child. When communicating the
child’s eye should at the same level with the adult
2. Listen to children at all times
 Children like communicating to adults at inconvenient moment e.g. when the adults are
talking, rushing to their places of work, listening to news etc.
 out they do feel that whatever they are saying is of importance
 Adults should ensure that they listen and communicate to their
3. Respect what the child says.
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 Sometimes caregivers may tend to think that children’s talk is childish and forget that
these are children and so if their talks are not childish, then they are not children which
are not in order.
 However, the child feels he/she is communicating something e.g. a need, an altitude a
sharing an experience so there is a need to listen and attend to the child.
4. Pay attention to both what is said and how it is said.
 Children are unable to speak, fully verbally due to language limitation, anxiety and
other reasons.
 The body language helps to communicate what is not said.
5. Avoid interrupting
 children lose the flow of thought if interrupted so we should wait until the child pauses
before we ask a questions
 their language is also developing and they may pause to search for more correct words
to sue
 People should access whether the pause means completion of the child’s continuing to
talk.
6. Avoid guessing what the child will say next.
 Through they take long before completing a sentence adults should not assume they
know what they want to say and should not complete sentences for them.
 If someone disagrees avoid dismissing the child or getting angry.
 The adults need to explain in a calm way why what the child is saying is not possible or
not acceptable. This will encourage them talk to the caregivers freely.
7. Respecting and safeguarding the rights of the child in all interactions.
This involves:

Protecting them from crime and bullying

Preventing impairment of their health

Protest them against abuse and negligent

Make sure they get safe and effective care
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
Promote their welfare in a health and safe environment in order to take care of all these
interventions the teachers and caregivers need to appreciate that the children have the right to
be free from all forms of violence and abuse
 The children are also harmed by not being seen or heard.
 they want adults to be happy useful , reliable and approachable
 they want to have the right to be listed to and be respected
 Teaches need to know that not all children know about or trust the legal child care
system.
WAYS OF SAFEGUARDING CHILDREN’S RIGHTS.
1. Protecting children against abuse and neglect.
 The child act has made provision for parental responsibility adoption, guardianship,
fostering care and protection.
 A child is entitled to protection from physical and psychological exploitation or any
other form of exploitation.
 The act 2001 establishes children’s court to conduct both civil and criminal proceeding
in matters involving the care and protection of the child.
 Nobody with a responsibility of being parent or having parental responsibilities
should willingly ill treat, assault or cause unnecessary suffering to the health of the
child.
 They should also not contribute to a child becoming in need of care and protection
willingly.
2. Preventing impairment of children’s health and development
 there is need for safety in children and the physical safety risks includes :a. accidents
b. disability
c. death
 developmental delay growth retardation , poor health anad lack of resistance to
infection can be caused by nutritional risks
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 when children are given adequate care they are assured of the state of wwell being
 they register high activity level proper growth and development and resilient therefore
caregivers should promote children’s health by:
o encouraging use of safe drinking water
o ensuring that the children growth is monitored
o ensuring that childhood illness are treated
o giving good nutrition
o giving safety to the children
o encouraging the use of proper hard washing techniques
o check on the immunization of the children
o safe environment of the children
o Safe environment of the children should be established and maintained.
o encourage practices that reduce transmission of infections and communicable diseases
3. Ensuring that children get safe and effective care.
Caregivers can do this by promoting safety practices such as: Creating a disaster preparedness plan fire and other dangers.
 being able perform cardio pulmonary resuscitation
 creating a safety plan for the facility
 have knowledge of pediatric first aid
 ensuring that outdoor playing equipment are permanently fixed
 ensuring that the play materials are safe for the children no sharp edges avoid dangers
 the playground should not be slippery
 The playground should be leveled with no stones.
 the caregiver should be in a position to detect any form of child abuse pesticides,
medicines and all forms of poisons are kept out of reach
 big containers of water should be covered
 matchboxes and flammable objects should be kept away from children
 They should also be discouraged from climbing future, gates and high levels in the
house.
 Should be cautioned against dropping peels and remains of food on the floor.
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4. Protecting children from bullying and crying
 children see violent behaviour modeled on the teacher , streets , homes and community
 The caregivers and other stakeholders on children’s right and protection should address
cultural practices that are dangerous to children and can hamper their development.
 they should also take measure to prevent ha armful and exploitative child labour
 they should reduce women’s workload in order to give them ample time for children
and self-care
 ensuring inter-sectoral collaboration at all levels particularly at the community level
which may involve collaboration between different ministries, civil society, religions
organization and NGO’s
 Integrating children with special needs to normal schools with other children in
learning. Only those with severe disabilities are taken to special schools.
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PRINCIPLES ON THE RIGHTS OF THE CHILDREN
1. Children at risks should have their needs
Children at risks includes: o Children in the slums
o Orphaned children
o Disabled
o Neglected
o Displaced etc.
 These children have their needs and they should not be discriminated
 They should be integrated and taken care of given the same rights like any other child.
 they should be provided materials, good nutrition and all other basic rights
 In case of special children, they should have access to regular schools which should
accommodate them within a child centered classroom setting (pedagogy) capable of
meeting their needs.
2. interrelationship of the rights
 It means how more than one theme connect and affect each other.
 All the children rights should inter-relate to each other because one need leads to
another e.g. right to good nutrition, it will lead to good health.
 Right to shelter leads to right to security. Once children are healthy they are able to play
and interact.
3. development rights
 They depend on appropriate stage
 As children grow, they develop from one stage to another
 During these stages of development, various need rights should be met, e.g. when the
child is one month old, expression right is not necessary but as they grow and develop
language and speech they should be given a chance to express themselves
 Until the baby is three years old rights to education is not necessary but as they develop
it becomes a need.
4. Rights apply to every child without discrimination on gender, race, age, ability or religion.
 this means that all children have the same right to develop their potential
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 This principle strives towards the establishment of legal and moral standards that
should guide people when dealing with children.
 it’s therefore a public duty to guarantee all children their rights to grow up in dignity
and with opportunity to lead a productive and happy life
5. Best interest of the child.
 This is of primary consideration in all decision and action that affect the children
 This principle emphasizes the rights of each child to express his/her views in all matters
related to their live
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CHILD REARING AND SOCIALIZATION PATTERNS
Child rearing and socialization patterns in an African Context
a) Assess the child rearing and socialization patterns globally
b) Conduct research to find out how expectant mothers are perceived and treated in western
society
c) Evaluate how a child is received, perceived and treated in western society.
d) Support child rearing and socialization in the school and the community.
e) Observe the value of love when receiving and handling children.
Child rearing and socialization patterns in modern
a.
b.
c.
d.
Evaluate the transition ceremonies and rites of passage of children in African society.
Explore the communal responsibility in child rearing in African society
Practice appropriate child socialization skill to promote learning in and out of school
Observe the value of responsibility in rearing and socializing children.
AGENTS OF SOCIALISATION IN EDUCATION
Family
a) Critique the different structures of a family in Kenya society.
b) Analyze the role of the family as a socializing agent in socializing the child and imparting
values.
c) Investigate how structural and socio-economic changes in a family impact the learning of a
child.
d) Support the role of the parent in socializing the child, imparting values and providing quality
education.
e) Desire to uphold the role of a family as an agent of socialization and a promoter of unity.
Peer Group
a) Assess how peer group promotes socialization in a learning institution.
b) Conduct research on the influence of the peer group on the learner’s education, attitudes and
values.
c) Acknowledge the role played by the peer group as an agent of socialization in school.
Community
a) Evaluate how the community influences child learning in school.
b) Investigate how the community promotes values in learners in school.
c) Participate in community activities that promote learning.
d) Recognize the role played by the community in promoting values of respect, love, peace and
responsibility in a learning environment.
Religious organization
a) Explore the functions of religious organisations in promoting learning of values among
learners in school.
b) Analyze the role played by religious organisations in education.
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c) Participate in education activities organized by religious organisations in the community.
d) Acknowledge the role of organisations in education.
Media
a) Examine ways in which media can promote values among learners.
b) Use media to carry out learning activities in school
c) Observe integrity when using media in learning.
d) Express willingness to utilize media in learning.
The school
a) Evaluate how the school is a promoter of equity among learners.
b) Develop suitable strategies to facilitate learning of values in school.
c) Examine how a school promote nationhood among learners
d) Desire to uphold the role played by the school in promoting unity and citizenship.
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SOCIAL, ECONOMIC AND ENVIRONMENTAL ISSUES IN EDUCATION
Social Issues in Education
Social issues refer to an undesirable state which oppresses a certain part of the society
They result to problems and suffering in the society
Causes of social issues









Overpopulation
Illiteracy and lack of education
High unemployment rates
Civil rights and racial discrimination
Gender inequality
Superstitious beliefs
Climate change
Economic inequality and poverty
Rural-urban migration coupled with unemployment resulting to lack growth of slums
Social issues include
 Social stratification
 HIV/AIDS
 School Strikes
 School drop outs
 Population growth
 Ethical issues
 Drug and substances abuse
 Rural-urban Migration
Meaning and types of social stratification
Social stratification refers to the way a society is divided into layers, some of which can be identified
to be socially superior to others.
Factors that create social stratification




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Educational levels attained by individuals
Occupation of the family from which an individual is born and brought up and the attitudes,
values, and aspirations instilled in him/her
The income of the family and what an individual inherits
The economic structures of the society
Gender inequality
Impact of social stratification in education
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Ranks individuals and families on the basis of their income, education, occupation, wealth and
power in the society
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Students from low income families are less likely to progress to higher education compared to
those from affluent families.
Where education is not universal, children from poor families may not get the opportunity to
pursue the education.
Children from rural school and slam areas lack basic needs resulting in poor performance and
eventually drop out of school.
The high cost of boarding secondary schools locks out children from low income families.
HIV/AIDS pandemic
Effects of HIV/AIDS in provision of education
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Many teachers who have affected or infected with HIV/AIDS causing frequent absenteeism
and poor performance
Many children have been orphaned by HIV leaving them without the parental love and support
they need to be school; results to children dropping out of school and those who remain their
performance is poor.
The infected children keep on falling sick and in need of medical care which they cannot
access so they continue performing poorly in school.
The other members of staff and pupils are also affected. They find themselves in situations that
reduce their work output
Support needed by pupils affected or infected with HIV/AIDS
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They need to be loved and cared for
They should not be removed from schools due to inability to pay fees or non-fee items.
They need material support in terms of food, shelter, clothing etc. they can solicit support from
NGO’s, CBO’s FBO’s etc.
There’s need to organize support service groups within the school set up for pupils to
participate in.
They need guidance and counseling services in the school.
School strikes
Causes of strikes
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Fears of failure in examinations
Lack of dialogue between students’ and school authorities leads to violence and strikes
Failure by the school administration and management to meet the students needs
Agitation by pupils, parents or teachers for the removal of the school leadership
Influence by a wave of strikes in the neighborhood schools may cause students to look for
faults in their school administration to justify their course to go on strike.
Effects of drugs and substance abuse by some students who act under their influence
How to control strikes
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School heads should establish avenues for dialogue with students so that they can listen to their
grievances.
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Engaging students in co-curriculum activities to occupy their free time.
Organizing regular Parents’ Dayin schools to discuss issues that cause problems
Population growth
Challenges of population growth in education
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It is becoming difficult to provide sufficient number of classrooms in the urban areas where
land is limited.
The increase in enrollment each year has strained the supply of teachers trained teachers which
the economy cannot support. This lowers the quality of education at primary level.
The budget of education is not sufficient to meet the growing cost of financing education
It has led to decreased transition rates to secondary school
How to control population growth
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Conducting adult literacy classes in the community to educate members on Family Life
Education
Countering misconception and ignorance about the use of family planning methods
Teachers should set good example to the community by having the size of family that they are
able to bring up well.
School drop out
Causes of pupils dropping out of school
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Early pregnancy among school girls
Forced early marriages among certain communities
Inability of some parents to meet the non-fee costs such as infrastructural development fee,
uniforms and books in cost sharing.
Failure to achieve by some pupils who resort to other activities for economic gain
Teachers mistreating pupils and putting some girls in the family way.
Poverty in some households where children are left free to fend for themselves.
Distance to school- some children have to walk for long distance before they got to school.
This discourages them from attending school and eventually they drop out.
In some communities’ children are called upon to heard cattle and thus eventually drop out of
school.
How to control school dropout problem
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Educating parents about the need to send their children to school instead of using them for their
economic gain
Educating those communities where girls are made to marry early to desist from such practice
or institute laws that prevent early marriages
Instituting stiff punishment to those who make school girls pregnant.
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Controlling non-fee costs and providing the required facilities through CDF as a way of
funding school projects.
Discouraging corporal punishment and stepping up school inspection
Rural-urban migration
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It is the movement of people from rural areas to urban centres.
Reasons for rural-urban migration
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Search for employment
Search for better amenities and infrastructure
Running away from harsh parents and guardians
Child abuse
Dropping out of school
Poverty in rural areas
Negative peer influence
Ways of reducing rural-urban migration
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Diversifying the school curriculum to lay emphasis on subjects that enhance learners’ selfreliance
Changing the attitudes towards blue collar jobs
Rejuvenating the vocational and technical education institutions to develop and offer
scientific, technological and practical skills needed for the job market.
Improving social amenities and infrastructure in the rural areas
Reducing poverty in the rural areas as a way of making them attractive to the youth.
Drug and substance abuse
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Refers to the use of illegal drugs that causes social, personal, occupational, psychological and
physical problems.
Reasons why people engage in drug and substance abuse
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To fulfill a need- drug users experience a feeling of calmness, pleasure and relaxation when
they take the drug
Curiosity or experimentation
Social, economic and marital problems. This creates a vicious cycle as such problems do not
go away, so the drug user continues the drug probably making the problem worse.
To feel grown up and look fashionable.
Peer pressure
Boredom
Rebellion or to defy authority.
Effects of drug abuse and substance on education
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Increased school dropout rates.
Mental illness and depressions which compromise educational achievement
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Poor socialization and interaction leading to poor learning.
Antisocial behavior such as theft and prostitution to finance the drug habit.
Indiscipline in schools
Addiction, resulting to poor achievement
Exposure to sexually transmitted infections (STIs)
HIV and AIDS
Truancy
Economic Issues
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These are issues that create a new or increased financial liability upon people.
Examples of Economic issues
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Low Family income
Delay/ lack of retirement benefits
Government expenditure and deficits
Health care
Social security
High family debt
Causes of economic issues
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Wastage
Corruption
Betting
Scarcity of resources
Alternate uses
Unlimited human needs
Wastage
Education wastage
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Educational wastage occur when resources are invested in the education of individual who do
not complete the cycle of education within the expected time.
Some are repeaters others are dropouts who fail to complete the full cycle of education.
It is the aim of the government of Kenya to make all people literate. The government has put in
place measures to increase retention and completion rates at all levels of education.
Measures that can be taken to control wastage
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Educating parents on the value of education
Ensuring that education Act is adhered to
Ensuring that all schools have functional guidance and counselling department.
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Providing adequate guidance
Encouraging parents to get more involved in school matters to help sort out problems
experienced by their children
Using learner centered approaches
Making the school environment conducive for learning.
Discouraging accelerated learning.
Providing free education.
Corruption
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Corruption is best described as ‘an absence of integrity and responsibility that is evident in the
conduct or behavior of a person entrusted with public or private authority or responsibility
A corrupt person misuses his/her duties for personal advantage or for the advantage of others at
the expense of others
The main forms of corruption;
 Bribery
 Fraud
 Embezzlement
 Extortion
 Abuse of office
Integrity refers to the quality of that makes one do the right thing even when he is not being
seen
Responsibility involves committing oneself to doing the right thing so that others benefit or do
not suffer.
Corruption is an indication of no-ethical conduct. It is evident in all sectors of society,
including education.
Factors that influence corrupt behavior
 A person’s mindset- the person has negative attitude, low values and wrong perception
 The environment- poor procedures, weak systems and negative organizational culture
Effects of corruption in education
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Embezzlement of funds may lead to poor project implementation and a reduction in the
resources available for education
Unfairness in the treatment of learners and teachers
Poor Delivery Of services
Low morale amongst learners and teachers
Poor quality and low standards in education
Low educational achievement
School strikes
Lack of positive role models for learners
Ways of addressing/ fighting corruption in the education system.
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Ethics, integrity, patriotism and moral values should be mainstreamed in the curriculum
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Management and administration of education should be improved to reduce opportunities for
corrupt practices.
Management and administration of education should be improved to reduce opportunities for
corrupt practices
Teachers and parents endeavor to maintain professional competence and be good role models
Schools should strive to inculcate integrity and general character in their learners.
Education can play a key role in improving integrity and thereby minimize corruption by
making people productive.
This can be achieved by imparting the skills that produce material wealth as well as those
values that prompt citizens to use wealth wisely. To educate is to invest in people.
Gender Disparity
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Gender is a term used to refer to the social differences between men and women.
In the process of growing up,
Betting
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Betting is an action of gambling money on the outcome of a race, game or other unpredictable
event.
Effects of betting
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Reduced spending on education
Feeling of regret or shame
Reduced savings
Spending less time with learners/children
Feelings of failure
Disadvantages
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Severe debt
Failed relationship
Mental health problems
It is addictive
Unemployment
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It is a situation where a person lacks job opportunity that assures regular source of income.
Causes of unemployment
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Lack of adequate skills for employment
Inadequate education
Lack of employment opportunities in the market
Technological change
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Occupational immobility
Increased population
Effects of unemployment
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Reduced income
Negative familial effects
Health problems
Mental health challenges
Ways of addressing unemployment in Kenya
Health Issue
Define a health issue
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A health issue is a representation of an issue related to the to the health of a subject of care
identified by one or more health care actors.
A health issue is a disease or medical ailment or an environmental condition that posses the
risk of disease or medical ailment
Examples of health issues
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Obesity
Heart diseases
Drug and alcohol abuse
Diabetes
Flu
Mental
Illness
Environmental quality
Effect of health issues in education
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Low enrolment in school.
Lower daily school attendance
Less efficient learning per day spent in school
School failure
Poor grade retention
Poor level of concentration
Environmental factors affecting education
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School’s open space
Noise
Inappropriate classroom layout
Misplaced boards
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Overcrowded classes
Inappropriate temperature
Environmental issues in education
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It is the sum total of all living and non-living elements and their effects that influence human
life
It refers to the circumstances, objects or conditions by which one is surrounded
Challenges facing the environment
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Pollution
Global warming
Deforestation
Climate change
Acid rain
Overfishing
Public Health Issues
Natural resource depletion
Generating unsustainable waste
Ozone layer depletion
Soil degradation
Overpopulation
Waste disposal
Ocean acidification
Water pollution
Loss biodiversity
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