Skip to main content
SpringerLink
Log in

Twenty-First Century Instruction? An Analysis of Educator Course, Syllabus Preparation and Approaches in a Teacher Preparation Program in a Selected Private University, Nairobi, Kenya

  • Chapter
  • First Online:
Teacher Education in the Global Era

  • 581 Accesses

Abstract

Higher education institutions in Kenya have often been accused of preparing individuals that are unfit for the job market. Therefore, there is a need to examine the content that students learn and how they learn it because this determines what knowledge they retain, and skills and dispositions they acquire. Since graduates from teacher preparation programs shape the future of their students, it is imperative that they are adequately prepared to teach effectively. Therefore, these programs need to have effective syllabi preparation processes, coupled with formalized accountability structures that enhance the quality of preparation of their graduates. An exploratory study was carried out in a teacher preparation program of a select private university to analyze approaches its educators used in course syllabus preparation. The study was anchored on Fischer’s (1980) skill theory, a theory of cognitive development. Fischer asserts that cognitive development takes place through a structure consisting of skill levels with transformational rules that dictate how the levels relate to each other. It is hypothesized that a well-prepared syllabus will engage the learner and enhance not only his/her cognitive development, but also the social and affective domains as well. Findings indicated that the educators used the knowledge-seeking (shallow learning) rather than the understanding-seeking (deep learning) approach. It was recommended that the educators should aspire to transform their learners by using the understanding-seeking approach in order to equip them with appropriate competencies for their own personal growth and for the workplace.

Education is the most powerful weapon which you can use to change the world.

—Nelson Mandela

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Boni, A., Lopez-Fogues, A., & Walker, M. (2016). Higher education and the post-2015 agenda: A contribution from the human development approach. Journal of Global Ethics, 12(1), 17–28.

    Google Scholar 

  • Brown, G. (1993). Effective teaching. In R. Ellis (Ed.), Quality assurance for university teaching. London, England: Open University Press.

    Google Scholar 

  • Chacha, N. (2004). Reforming higher education in Kenya: Challenges, lessons and opportunities. State University of New York workshop with the Parliamentary Committee on Education, Science and Technology, Naivasha, Kenya.

    Google Scholar 

  • Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New directions for teaching and learning (Vol. 47). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Cloete, N., Bailey, T., Pillay, P., Bunting, I., & Maassen, P. (2011). Universities and economic development in Africa. Wynberg, South Africa: Centre for Higher Education Transformation (CHET).

    Google Scholar 

  • Cooper-Knock, S. J. (2015, November). Higher education in Africa: Four key challenges. Democracy in Africa. Retrieved from http://democracyinafrica.org/higher-education-in-africa-four-key-challenges/

  • Commission for University Education. (2009). Guidelines for designing curriculum for university academic programme. Commission for University Education.

    Google Scholar 

  • Commission for University Education. (2011). Standards and guidelines for academic degree programmes. Commission for University Education.

    Google Scholar 

  • Commission for University Education. (2018). Vision and mission. Retrieved from http://www.cue.or.ke/index.php/about-us/vision-and-mission

  • Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Educational Research, 41(6), 407–428.

    Google Scholar 

  • Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87(6), 477–531.

    Google Scholar 

  • Fredua-Kwarteng, E., & Ofosu, S. K. (2018, March). Improving the quality of university education in Africa. University World News (No. 496). Retrieved from http://www.universityworldnews.com/article.php?story=20180306124842675

  • Government of the Republic of Kenya. (2007). Kenya Vision 2030. Nairobi, Kenya: Government of the Republic of Kenya.

    Google Scholar 

  • Gudo, C. (2014). Financing higher education in Kenya: Public-private partnership approach. International Journal of Educational Policy Research and Review, 1(1), 001–005.

    Google Scholar 

  • Gudo, C. O., Olel, M. A., & Oanda, I. O. (2011). University expansion in Kenya and issues of quality education: Challenges and opportunities. International Journal of Business and Social Science, 2(20), 203–214.

    Google Scholar 

  • Heikkila, A., Lonka, K., Nieminen, J., & Niemivirta, M. (2012). Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success. High Education, 64, 455–471. https://doi.org/10.1007/s10734-012-9504-9.

    Article  Google Scholar 

  • Hénard, F., & Roseveare, D. (2012, September). Fostering quality teaching in higher education: Policies and practices. Institutional Management in Higher Education. Retrieved from www.oecd.org/edu/imhe

  • Inter-University Council for Eastern Africa. (2014, June). Report from a study establishing the status of higher education qualification systems and their contributions to human resource development in East Africa. IUCEA.

    Google Scholar 

  • Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning: A guide for teachers. Berkshire, UK: Open University Press.

    Google Scholar 

  • Kagondu, R., & Marwa, S. M. (2017). Quality issues in Kenya’s higher education institutions. Revue de l’enseignement supérieur en Afrique [Journal of Higher Education in Africa], 15(1), 23–42.

    Google Scholar 

  • Kells, H. R. (1992). Performance indicators for higher education: A critical review with policy recommendation. Washington, DC: World Bank.

    Google Scholar 

  • Kember, D. (1997). A reconcenptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), X5–275.

    Google Scholar 

  • Kember, D., Charlesworth, M., Davies, H., McKay, J., & Stott, V. (1997). Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs. Studies in Educational Evaluation, 23(2), 141–157.

    Google Scholar 

  • Khamis, T., & Dhamani, K. (2017). Quality assurance self-assessment: A catalyst at Aga Khan University. Journal of Higher Education in Africa, 15(1), 125–134.

    Google Scholar 

  • Kivati, G. (2017). The role of Kenya’s formal higher education in sustainable development within the context of globalization. In W. Leal Filho, C. Skanavis, A. do Paco, J. Rogers, O. Kuznetsova, & P. Castro, (Eds.), Handbook of theory and practice of sustainable development in higher education. World sustainability series (Vol. 2). https://doi.org/10.1007/978-3-319-47889-0_2.

  • Luke, A., Woods, A., & Weir, K. (Eds.). (2013). Curriculum, syllabus design, and equity: A primer and model. New York, NY: Routledge.

    Google Scholar 

  • Marginson, S. (2010) Higher education in the global knowledge economy. Procedia - Social and Behavioral Sciences, 2(5), 6962–6980.

    Google Scholar 

  • Mba, J. C. (2017, May). Challenges and prospects of Africa’s higher education. Global Partnership for Education. Retrieved from https://www.globalpartnership.org/blog/challenges-and-prospects-africas-higher-education

  • Mohamedbhai, G. (2011, Spring). Higher education in Africa: Facing the challenges in the 21st century. International Higher Education, 63, 1–6

    Google Scholar 

  • Munene, I. I., & Otieno, W. (2008, April). Changing the course: Equity effects and institutional risk amid policy shift in higher education financing in Kenya. Higher Education, 55(4), 461–479.

    Google Scholar 

  • Ndirangu, M., & Udoto, M. O. (2011). Quality of Learning Facilities and Learning Environment: Challenges for teaching and learning in Kenya’s public universities. Quality Assurance in Education, 19(3), 208–223. https://doi.org/10.1108/09684881111158036.

    Article  Google Scholar 

  • Ngware, M. W., & Ndirangu, M. (2005). An improvement in instructional quality: Can evaluation of teaching effectiveness make a difference? Quality Assurance in Education, 13(3), 183–201. https://doi.org/10.1108/09684880510607936.

    Article  Google Scholar 

  • Nyangau, J. Z. (2014). Higher education as an instrument of economic growth in Kenya. Forum for International Research in Education, 1(1), 7–25.

    Google Scholar 

  • Oanda, I. O., & Jowi, J. (2012). University expansion and the challenges to social development in Kenya: Dilemmas and pitfalls. Revue de l’enseignement supérieur en Afrique [Journal of Higher Education in Africa], 10(1), 49–71.

    Google Scholar 

  • Obamba, M. O. (2009). Myth and ceremony: Contested marketization and internationalization regimes in Kenya’s higher education. Revue de l’enseignement supérieur en Afrique [Journal of Higher Education in Africa], 7(3), 125–149.

    Google Scholar 

  • Odebero, S. O. (2010). Crisis in financing and management of Kenyan Higher Education: Implications for planning reform agenda. Paper presented at Educational Management Society of Kenya Conference held at Migori Teachers’ College, April 12–14, 2010.

    Google Scholar 

  • Odhiambo, G. O. (2013). Academic Brain Drain: Impact and implications for public higher education quality in Kenya. Research in Comparative and International Education, 8(4), 510–523.

    Google Scholar 

  • Organisation for the Economic Co-operation and Development. (1996). The knowledge-based economy. Paris, France: OECD.

    Google Scholar 

  • Oketch, M. O. (2003). The growth of private university education in Kenya: The promise and challenge. Peabody Journal of Education, 78(2), 18–40.

    Google Scholar 

  • Otieno, W. (2007). Private provision and its changing interface with public higher education: The case of Kenya. Revue de l’enseignement supérieur en Afrique [Journal of Higher Education in Africa], 5(2–3), 173–196.

    Google Scholar 

  • Parkes, J., & Harris, M. B. (2002). The purpose of a syllabus. College Teaching, 50(2), 55–61. https://doi.org/10.1080/87567550209595875.

    Article  Google Scholar 

  • Raiker, A. (2009). Transformational learning and e-portfolios: A pedagogy for improving student experience and achievement. The International Journal of Learning, 16(8), 313–323.

    Google Scholar 

  • Richardson, J. T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6), 673–680.

    Google Scholar 

  • Säljö, R. (1979). Learning in the learner’s perspective: Some common-sense assumptions (Report No. 76). Göteborg: University of Göteborg, Institute of Education.

    Google Scholar 

  • Schwartz, M. (2006) For whom do we write the curriculum?. Journal of Curriculum Studies 38(4), 449–457.

    Google Scholar 

  • Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168. https://doi.org/10.1108/QAE-09-2011-0059.

    Article  Google Scholar 

  • Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.

    Google Scholar 

  • Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73–83.

    Google Scholar 

  • Van Rossum, E., & Taylor, I. P. (1987, April). The relationship between conceptions of learning and good teaching: A scheme of cognitive development. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

    Google Scholar 

  • Westbury, I. (2008). Making curricula: why do states make curricula, and how? In F. M. Connelly, M. F. He & J. Phillion, The SAGE handbook of curriculum and instruction (pp. 45–65). Thousand Oaks, CA: SAGE Publications, Inc. https://doi.org/10.4135/9781412976572.n3.

Download references

Author information

Authors and Affiliations

  1. School of Arts & Social Sciences, Tangaza University College, Nairobi, Kenya

    Lucy A. Wakiaga

Authors
  1. Lucy A. Wakiaga
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lucy A. Wakiaga .

Editor information

Editors and Affiliations

  1. Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, India

    Karanam Pushpanadham

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Wakiaga, L.A. (2020). Twenty-First Century Instruction? An Analysis of Educator Course, Syllabus Preparation and Approaches in a Teacher Preparation Program in a Selected Private University, Nairobi, Kenya. In: Pushpanadham, K. (eds) Teacher Education in the Global Era. Springer, Singapore. https://doi.org/10.1007/978-981-15-4008-0_11

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4008-0_11

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4007-3

  • Online ISBN: 978-981-15-4008-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation