Globalization Factors and Implications for Change in Teacher Education Curriculum in Private Universities in Kenya
Year: 2015
Type: article
Study design: Observational Study
Abstract: This study was part of a wider research that investigated management of change in teacher education curricu lum in Kenya. The aspect discussed in this paper considered dimensions of globalization that were driving the changes in teacher education curriculum. The respondents were School Deans, Heads of Departments, Teacher Trainees, and Teacher Educators from private universities; staff from Teachers Service Commission (TSC), and the Commission for University Education (CUE). The study was guided by the theory of Planned Change and Complexity Theory. Purposive, cluster, convenience and snowball sampling methods were employed to get the study sample. Data gathering instruments were questionnaires, interviews, and documents such as news letters, letters and daily news papers. Frequencies, means, and standard deviations were used to analyze quantitative data, while content analysis was applied to qualitative data. The study revealed that the forces driving change were interplay of global and local factors. The factors included the need for quality in teacher education glob ally- teachers who would teach effectively and nurture all students, a concern for falling standards in educa tion, certification requirements by Teacher’s Service Commission (TSC) and accreditation requirements by the Commission for University Education (CUE); change in the mission, vision and purpose of university educa tion; need to align teacher education to the needs of education in a global society; market forces; technologi cal advancements in education; political influences –reflected in the education task force recommendation for teacher education to be aligned with the Constitution 2010 and Kenya Vision 2030. The study further revealed that, the change agents and recipients differed in their conceptions of important factors that should drive change in teacher education. The study recommends that the Commission for University Education (CUE) should work in consultation with the Teachers’ Service Commission (TSC) to sensitize private university stakeholders’ on the important global and local factors driving change in teacher education curriculum, as they also consider and factor in the university contexts and the stake holders’ views.
DOI: 10.67861/2bbvk710
Authors: Amimo, Catherine, Role, Elizabeth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220468993