The Implication of Paulo Freire's Banking Concept to the 8.4.4 System of Education in Kenya

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AN EXAMINATION OF PAULO FREIRE’S BANKING CONCEPT AND ITS APPLICATION TO THE KENYAN EDUCATION SYSTEM.

MASTERS PROPOSAL PRESENTED BY:

OTIENO PHOEBE

KISII UNIVERSITY COLLEGE

JULY 2011

AN EXAMINATION OF PAULO FREIRE’S BANKING CONCEPT AND ITS APPLICATION TO THE KENYAN EDUCATION SYSTEM.

BY OTIENO PHOEBE

A MASTERS IN EDUCATION (MED) PROPOSAL SUBMITTED TO THE DEPARTMENT OF HUMAN RESOURCE MANAGEMENT

JULY 2011

iii
ABSTRACT

Education in any form, traditional or modern, shapes the destiny of society. Today, education is considered the critical soft-ware for development. But for it to play this role effectively there must be a cadre of competent teachers who have the zeal to see the learners fully grasp the contents presented and a curriculum which is convenient to the learners. Education is imparted to learners so as to bring them out of the dark cave of ignorance to the bright side of liberation. It is from this reason that the learner is taken through education so as to enhance his own development. Someone is considered to be educated if he has spent a number of years in school and has, as a result, gained a certificate or a diploma upon successful completion of the 8:4:4 systemq. Among the attributes that an educated person has among other include an enquiring mind and the ability to learn from what others do. A famous philosopher once said: “Those who have read of everything are tough to understand everything too; but it is not always so--reading furnishes the mind only with materials of knowledge; it is thinking that makes what is read ours. We are of the ruminating kind, and it is not enough to cram ourselves with a great load of collections; unless we chew them over again, they will not give us strength and nourishment. Looking at the 8:4:4 system of education in Kenya, it is characterized by a broad curriculum that mostly is never understood by the recipients. This system has stressed on the cognitive dimension of education which simply define education as schooling. The learners in most cases end up pilling information into their minds and presenting the same information during examination time. Kenya’s economy is currently advocating for grades for one to fit into any kind of job thus it usually doesn’t matter the quality of the certificate. This has created a scenario which puts the learners on the notion that despite the broad curriculum, what matters most is whether one has papers. This study will critically examine Freire’s banking concept besides looking at the nature of learning in primary school as outlined in the 8:4:4 system. The study will also evaluate the applicability of Freire’s banking concept to the 8:4:4 system. The study will also be useful in providing information in the academic field as it will point out to scholars one of the major issues affecting the country’s development. The frustrations faced in the efforts placed while going through the 8:4:4 system necessitated this study. This paper will try to find out to what extent the associationism theory of John Locke will be applicable in analyzing how Kenyan education has contributed to lack of creativity in the country. Based on this theory, it is hoped that solutions will be suggested. It’s my position that we go back to the drawing board (in this case, classroom) to re-design our curriculum. There is dire need for broad-based and integrated curriculum as opposed to the present narrow focused, theoretical and examination-oriented curriculum in Kenya.

SUPERVISORS; 1.DR.CHRISPINE ITEYO DATE………………………………… MASENO UNIVERSITY SIGN………………………………… 2. DR.DICK OWITI...
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