A Critique Of Approaches To Educational Reform In Kenya With Special Reference To Richard Paul’s Theory Of Knowledge, Learning And Literacy

ABSTRACT

The purpose of carrying out this research is to critically scrutinize the approach to education reform in Kenya utilizing Richard Paul‘s theory of knowledge, learning and literacy. The new approach is necessary because the present literature is virtually silent on a specific theory that has consistently guided educational reform in Kenya. What are evident instead are piecemeal reforms with problems recurring after each reform is undertaken. This study analytically scrutinizes two sets of concepts that have influenced educational reform in the recent past: didactic and critical approaches. Our analytical framework, which is Richard Paul‘s Critical theory of Knowledge, Learning and Literacy, provides what we consider a viable theoretical tool for guiding educational reform and is used to critique the current reforms in education in Kenya. We believe that a guiding theory is fundamental in attempting to formulate a new approach by providing new yardstick by which reform should be implemented and evaluated. This study has underscored the need for theory in educational reforms. It has critically examined several theories that might have implicitly influenced educational reform in Kenya since independence. It has been illustrated that the current educational reform in Kenya lacks explicit theories that guide them, hence leaving education stakeholders to rely on unknown or informal educational theories. In the absence of best alternative, people may be persuaded to question the value of any specific approach. An analytical scheme for understanding these reforms has been presented, highlighting how these reforms vary and mentioning specific features of each reform. Our focus is on the importance of explicating a philosophical approach that effectively guides one in reforming education in Kenya and more specifically, to what extent do these approaches provide adequate theory for reforming education in Kenya. Richard Paul highlighted the conflicting nature of didactic and critical approaches, as well as the limitations and often glaring inconsistencies within and among them. Paul asserted that there is need to replace the didactic conflicting, inconsistent and often fragmented approaches to reasoning with systematic and critical approach. The study concludes that a reform approach based a formal theory that is well-developed is more readily available for discussion and examination. Implicit and hidden reform approaches can produce frustration and confusion when the problems of the education system occur.