Question
a) Oluoch (1984) defines education as the process of acquiring and developing desirable knowledge,skills and attitudes . Giving FOUR examples,discuss the terms process and developing in reference to teaching and learning (4 marks) b) In SIX ways, explain the relationship between the intellectual,productive and social functions of education (6 marks) c) State TWO narrow and TWO comprehensive definitions of curriculum (4 marks) d) Give TWO differences between the Recommended and the Written curriculums (2 marks) e) Explain FOUR examples of the :Hidden curriculum in secondary schools (4 marks) f) Discuss the FOUR components of curriculum (4 marks) g) State the FOUR questions by Tyler (1949)that influences curriculum design (4 marks) h) Explain TWO advantages of the Learner centred designs of curriculum (2 marks)
Solution
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RayneMaster · Tutor for 5 years
Answer
**a) Oluoch's definition and "process" and "developing"**<br /><br />*Process* in teaching and learning emphasizes that education is ongoing and continuous, not a one-time event. It involves stages and interactions. Examples:<br /><br />1. **Learning to read:** It starts with recognizing letters, then sounding them out, then forming words, and finally comprehending sentences and texts. This is a gradual progression.<br />2. **Mastering a musical instrument:** It requires consistent practice over time, moving from basic notes and scales to complex pieces.<br />3. **Developing critical thinking skills:** It involves progressively challenging assumptions, analyzing information, and forming reasoned judgments. It's not a skill acquired instantly.<br />4. **Understanding scientific concepts:** It builds upon prior knowledge, starting with simple observations and experiments and moving towards more complex theories and applications.<br /><br />*Developing* highlights the growth and improvement aspect of education. It signifies a positive change and refinement of abilities and attitudes. The examples above also illustrate development: the learner *develops* reading skills, musical proficiency, critical thinking abilities, and scientific understanding. It's not just about acquiring information but also about enhancing existing capabilities.<br /><br /><br />**b) Relationship between intellectual, productive, and social functions of education:**<br /><br />1. **Intellectual development fuels productivity:** A well-educated workforce with strong critical thinking and problem-solving skills is more productive and innovative.<br />2. **Social skills enhance productivity:** Teamwork, communication, and collaboration, learned through education, are essential for a productive work environment.<br />3. **Education promotes social cohesion:** Shared values and understanding fostered through education contribute to a more harmonious and stable society.<br />4. **Intellectual development fosters social responsibility:** Educated individuals are more likely to be engaged citizens who contribute to their communities.<br />5. **Productive citizens contribute to social well-being:** A thriving economy, driven by a productive workforce, provides resources for social programs and improves living standards.<br />6. **Social interaction promotes intellectual growth:** Learning from peers, engaging in debates, and participating in group projects stimulate intellectual development.<br /><br /><br />**c) Narrow and Comprehensive Curriculum Definitions:**<br /><br />**Narrow:**<br /><br />1. A list of subjects offered by a school.<br />2. A syllabus outlining the content of a specific course.<br /><br />**Comprehensive:**<br /><br />1. The totality of learning experiences planned and guided by the school.<br />2. All the experiences, both planned and unplanned, that a learner encounters in an educational setting.<br /><br /><br />**d) Recommended vs. Written Curriculum:**<br /><br />1. **Scope:** The Recommended curriculum is broad and provides general guidelines at the national or regional level. The Written curriculum is more specific and tailored to a particular school or program.<br />2. **Detail:** The Recommended curriculum outlines broad goals and objectives. The Written curriculum provides detailed lesson plans, assessment methods, and learning activities.<br /><br /><br />**e) Examples of Hidden Curriculum in Secondary Schools:**<br /><br />1. **Emphasis on competition:** Grading systems and academic awards can implicitly teach students that competition is more important than collaboration.<br />2. **Conformity to rules:** Strict dress codes and disciplinary procedures can convey the importance of obedience and conformity over individual expression.<br />3. **Time management and punctuality:** The school schedule and emphasis on deadlines implicitly teach students the importance of time management and punctuality.<br />4. **Social hierarchy:** Interactions between teachers, administrators, and students can subtly reinforce existing social hierarchies and power dynamics.<br /><br /><br />**f) Components of Curriculum:**<br /><br />1. **Objectives:** The desired learning outcomes or goals.<br />2. **Content:** The subject matter or information to be learned.<br />3. **Methodology:** The teaching and learning strategies used.<br />4. **Evaluation:** The methods used to assess student learning.<br /><br /><br />**g) Tyler's Curriculum Design Questions:**<br /><br />1. What educational purposes should the school seek to attain?<br />2. What educational experiences can be provided that are likely to attain these purposes?<br />3. How can these educational experiences be effectively organized?<br />4. How can we determine whether these purposes are being attained?<br /><br /><br />**h) Advantages of Learner-Centered Curriculum Design:**<br /><br />1. **Increased motivation:** When students have a voice in their learning and can pursue their interests, they are more likely to be engaged and motivated.<br />2. **Deeper understanding:** Active learning strategies and personalized learning experiences can lead to a deeper understanding of the subject matter.<br />
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