Kenya’s 2017 Basic Education Curriculum Framework

2020 ◽  
Vol 9 (SI) ◽  
pp. 192-210
Author(s):  
Prince Paa-Kwesi Heto ◽  
Masumi H. Odari ◽  
Wyse Sunu
Keyword(s):  
Education System ◽  
Basic Education ◽  
Skills Gap ◽  
Education Curriculum ◽  
System A ◽  
Double Edge ◽  
Curriculum Framework ◽  
Competency Based ◽  
Philosophical Framework ◽  
Soka Education

Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effective implementation plan. While BECF provides a broad and ambitious roadmap for the transformation of the Kenyan education system, actualizing the bold vision of BECF will require an extensive overhaul of the education system, a herculean task

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

Adoption and Implementation of Clinical Legal Education Programmes in the Indonesian Legal Education System

2020 ◽  
pp. 232200582096120
Author(s):  
Saru Arifin ◽  
Bayangsari Wedhatami ◽  
Riska Alkadri
Keyword(s):  
Education System ◽  
Core Curriculum ◽  
Public Speaking ◽  
Legal Education ◽  
Extracurricular Activity ◽  
Education Curriculum ◽  
Legal Doctrine ◽  
Learn Theory ◽  
Adoption And Implementation ◽  
Optimal Implementation

Legal education in Indonesia has followed a traditional model, focusing on the rote transfer of legal doctrine. Students are taught legal theories and sources of law but not how to critically apply the law in concrete real-world scenarios. Consequently, law graduates tend to be unprepared for the workforce, which is a regular complaint of employers. To overcome this impediment, some law faculties in Indonesia adopted clinical legal education (CLE) as a ‘new method’ in the legal education system, whereby students not just learn theory but also gain practical legal experience. This article analyses the adoption of the model and methods of applying CLE to legal education in Indonesia. This study uses the doctrinal research method with a qualitative approach. It is found that the adoption of CLE in Indonesia is diverse; some programmes include it in the core curriculum, while others make it an extracurricular activity. CLE programmes generally use three of six methods, namely street law, advocacy and internship. The differences in the three methods of CLE directly influence their success, exposing participants to interaction with live clients, public speaking and networking. This article recommends that in order to achieve the optimal implementation of CLE, uniformity of the CLE adoption model in Indonesia’s legal education curriculum is needed.

An innovative global management staffing system: A competency-based perspective

2000 ◽  
Vol 39 (4) ◽  
pp. 381-394 ◽  
Author(s):  
Michael G. Harvey ◽  
Milorad M. Novicevic ◽  
Cheri Speier
Keyword(s):  
Global Management ◽  
System A ◽  
Competency Based
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