An essay

Topics: Education, Higher education, Vocational school Pages: 8 (2626 words) Published: February 5, 2014
KENYATTA UNIVERSITY

MAIN CAMPUS
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF EDUCATIONAL MANAGEMENT POLICY AND CURRICULUM STUDIES UNIT NAME :EDUCATIONAL PLANNING AND ECONOMICS OF EDUCATION UNIT CODE: EAP403

TASK :HIGHLIGHT SOME OF THE WAYS IN WHICH THE GOVERNMENT OF KENYA HAS DEMONSTRATED AN AWARENESS OF THE RELATIONSHIP BETWEEN EDUCATION AND EMPLOYMENT SINCE INDEPENDENCE
DATE DUE:26th march ,2013
THE ROLE OF CIVIC EDUCATION IN SOCIAL ECONOMIC GROWTH:
i. Intellectual and participatory
The 2nd essential component of civic education in a democratic society is civic skills. Its citizens are to exercise their rights and discharge their responsibilities as members of self-governing communities. They not only need to acquire a body of knowledge such as that embodied in the five organizing questions just describe. They also need to acquire relevant intellectual and participatory skills. Intellectual skills in civic government are inseparable from content. To be able to think critically about a political issue, for example, one must have an understanding of the issue, its history, its contemporary relevance as well as command of a set intellectual tools or reconsideration useful in dealing with such an issue. The intellectual skills essential for informed effective and responsible citizenship sometimes are cold critical thinking skills. The natural standards for civic and government and the civic framework for the 1998 national assessment of education progress (NAEP) categorize these skills as identifying and describing; explaining and analyzing and evaluating taking and attending positions on public issues. A good civic education enables one to identify or give the meaning or significance of things that are tangible such as the flag, national monuments or civic and political events. It also enables one to give meaning or significance of intangibles, such as ideas or concepts. Including patriotism, majority and minority rights, civil society and constitution. Another intellectual skill fastened by civic education is that of describing. The ability describes functions and processes such as legislation checks and balances or judicial review is indication of understanding. Discerning and describing ********* such as participation in civic life immigration employment helps citizen fit current events into a longer term patter.

Good civic education seeks to drop competence in explaining and analyzing. If citizens can explain how something should work e.g. the American federal system, the legal system or the systems checks and balances they will be more able to defect and help connect malfunctions. Citizen also need to be able to analyze such things as the component and consequences of ideas, social political or economic process and institution ability to analyze enables one to distinguish between facts opinion or between ends and means. It also helps them to clarify responsibilities such as those between personal and public responsibilities or those between elected or appropriate officials and citizens. In self governing society citizen are decision makers. They need therefore to drop and continue to improve their skills of evaluating, taking, and defending positions. These skills and essential of citizens to assess issues on the public agenda to make judgments about issues to disk their assessment with others in public and private. In addition to the acquisition of knowledge and intellectual skills education for citizenship in a democratic society must focus on skills that are required for *********effective and responsible participation in the political process and in civil society. Those skills can be categorized as interacting, monitoring and influencing. Interacting pertains to the skills citizen needs to communicate and to work cooperatively with others. To interact is to responsible to ones fellow citizens to interact is to question , to answer, and to deliberate with...


References: 1. Ansel, M.S, Charles, A:R and Richard H.L(1998), Economics of social issues. Homewood, Ilinois.
2. Ayot H.O Briggs (1992). Economics of education. Education research and publications Nairobi
3. Forojalla S.B (1993), Educational planning for development. Nairobi, Macmillan press ltd
4. Killion, J and Bellamy. G.T “on the job, data analysis focus school improvement efforts,” Journal of staff development, 21,1 (winter 2000)
5. Mutual R.W. and NAmaswa, G.B (1992). Educational planning Nairobi general printers ltd
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