This project (2020-1-SE01-KA203-077872) has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Reconceptualizing Teaching And Learning For Sustainable Development In Kenya

Partners' Institution
Limerick Institute of Technology
Reconceptualizing Teaching And Learning For Sustainable Development In Kenya
Thematic Area
Sustainable Development
Education policy development in most countries should contribute to sustainable development. However, studies show that this is not the case always. This paper presents three gaps found in the delivery of education in Kenya. Since independence education policy has been pushed to reward success in exams. Schools that perform well are rewarded for the number of A grades and position in national exams. Success driven reward only imparts false competition and creates fodder for glorifying corruption. Two, education is less about rewarding values. The school with most disciplined students and helping the poor in neighbourhoods is not rewarded. Lastly, education policy is weak in incorporating the normative values cutting across cultures where working for the common good should stand out. De la Salleh and Freirean models of learning have proven to be transformative. They could help in developing national norms and a culture of moral etiquettes as part of the curriculum. The author concludes that by reforming classroom teaching and learning Kenya could move to a holistic approach to sustainable development.
Relevance for Complex Systems Knowledge
This research highlighted the need for Transformative Pedagogical processes for higher education, the need tp develop course material and activities that are challenging for students, and that will assist them in cognitive development, while ensuring that they advance their understanding of concepts to higher levels.
The research looks at policy gaps in successful education delivery as well as the needs required to drive education policy. This was done through focusing on the history of education and the requirements and availability of resources/policies at that particular time. It further identifies ways in which teaching and education can be reconceptualised in Kenya.
A number of innovative ideas are recommended to be developed as part of the curriculum and to further teaching methods with a focus on sustainable development.
• Creative teaching is successful by utilising tools to stimulate creativity in a range of ways
• New media: modern pedagogy much account for students finding, analysing and applying knowledge from a growing number of constantly changing sources.
• Sustainable development. The historical perspectives of more than 40 years of environment related education theories, practices, and policies should be introduced as part of the curriculum at different stages of learning
The work highlights that education can be reimagined by developing multi-disciplinary and transformative concepts form all areas including the cultural, social and political situation therefore making students more responsive to developing solutions to their own needs.
Students who embrace the idea of social transformation as being inclusive then become active citizens in this area and aid in an inclusive sustainable development arena.
Point of Strength
The researchers noted that questions of success within transformative education should not be solely measured within the standard academic grading system but how the educational opportunities translate to social transformation and action within the localities.
The research also highlighted the need for educational policy development and the focus that is required to transform the current education system.