This study is about the influence of teachers on curriculum development in Kenya. Previous studies have shown that teachers, as primary stakeholders of the curriculum, are the key implementers of the developed curriculum. Not much is known about their influence in the development of the national curriculum. The study investigates the current level of teacher involvement in curriculum development through analysis of case studies conducted in Kenya in regards to teacher participation in curriculum development in Kenya. Further, the study investigates how the local curriculum governing body, Kenya Institute of Curriculum Development (KICD), can ensure the full participation of teachers in curriculum development.
Table of Contents
Abstract
Table of Contents
List of Tables
List of Figures
Acknowledgement
CHAPTER 1: INTRODUCTION
1.1 Conceptual framework and background to the study
1.2 Rationale of the study
1.3 Purpose of the study
1.4 Research aims and objectives
1.5 Research questions
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
2.2 Curriculum development in Kenya
2.3 Reasons for Curriculum Development
2.4 Motives for Teacher Involvement in Curriculum Development
2.5 Conclusion
CHAPTER 3: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research design
3.3 Sampling strategy
3.4 Data Analysis
3.5 Ethical considerations to secondary research
3.6 Justification of Data collection method
CHAPTER 4: RESULTS AND FINDINGS
4.1 Introduction
4.2 Analysis of Case Studies
4.3 Summary
CHAPTER 5: CONCLUSION
5.1 Empowerment of Teachers on their Participation
5.2 The KICD and the role of teachers in curriculum development
5.3 Recommendations
5.4 Suggestions for further research
REFERENCES
APPENDICES
Appendix 1: Dissemination
- Quote paper
- Daniel Vincent Nyamai (Author), 2020, Teachers Influence in Curriculum Development in Kenya, Munich, GRIN Verlag, https://www.grin.com/document/1175810
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