The Implications of Nyerere's Theory of Education to Contemporary Education in Kenya

Autor/inn/en	Nasongo, Joseph W.; Musungu, Lydiah L.
Titel	The Implications of Nyerere's Theory of Education to Contemporary Education in Kenya
Quelle	In: Educational Research and Reviews, 4 (2009) 4, S.111-116 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Educational Change; Foreign Countries; Womens Education; Educational Theories; Relevance (Education); Educational Attitudes; Educational Philosophy; Economic Development; Political Attitudes; Kenya + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; 'Women''s education'; Frauenbildung; Educational theory; Theory of education; Bildungstheorie; Relevance; Relevanz; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsphilosophie; Erziehungsphilosophie; Wirtschaftsentwicklung; Political attitude; Politische Einstellung; Kenia
Abstract	The question of relevance regarding education in human society is perennial. In the developing countries, education is considered to be a panacea for development. In Kenya, various efforts at curricular review and reform have time and again been undertaken to address the relevance of education. This paper attempts to analyze Nyerere's theory of education with the view to render salient ideas that can contribute towards the formulation of worthwhile theories of education in the context of Kenya's 21 century realities. Accordingly, Nyerere's views, namely, "education for self reliance" and "education for liberation" are analyzed. Consequently, it is evident that contemporary education in Kenya is inadequate in several ways. It is therefore recommended that education in Kenya should embrace a multidimensional orientation that ensures the liberation of the individual, leading to the attainment of self reliance. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10