Teacher training pathways for competency based curriculum (CBC) in the university education in Kenya/ (Record no. 88305)

MARC details
000 -LEADER
fixed length control field 02654nam a22001937a 4500
003 - CONTROL NUMBER IDENTIFIER
control field KE-MeUCS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20221128125700.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 221128b xxu||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
Source
040 ## - CATALOGING SOURCE
Original cataloging agency
Transcribing agency KE-MeUCS
Modifying agency KE-MeUCS
050 ## - LIBRARY OF CONGRESS CALL NUMBER
Classification number
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Kubai, J.T
245 ## - TITLE STATEMENT
Title Teacher training pathways for competency based curriculum (CBC) in the university education in Kenya/
Statement of responsibility, etc J.T Kubai and Beatrice Owiti
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Meru:
Name of publisher, distributor, etc Meru University of Science and Technology,
Date of publication, distribution, etc 2022.
490 ## - SERIES STATEMENT
Series statement MUSTIC2022
520 ## - SUMMARY, ETC.
Summary, etc The education reform in Kenya recommended phasing out of the 8-4-4 education system to embrace the 2-6-3-3-3 competency based curriculum (CBC). The embraced curriculum has three learning pathways or pillars at senior secondary and university education. The three pathways are Talent Pillar, Languages and Social Sciences Pillar, Science, Technology, Engineering and Mathematics (STEM) pillar. The Higher Education Curriculum Framework (HECF) and universities are yet to provide clear policy guidelines for training teachers and align their skill and competencies with the CBC curriculum framework. The phenomenon is compounded by the fact that, the Ministry of Education through teacher service commission without any empirical data suggested the bedrock of education training programs, the Bachelor of education arts (B. Ed, arts) and Bachelor of Education science (B.Ed. arts) programs to be eradicated in favor of Bachelor of Arts (B.A) and Sciences (B.Sc.) as the pathways to teaching profession through a Post Graduate Diploma in Education (PGDE). The Teachers Service Commission is championing multi-tasking competences where those graduates teaching in secondary schools should be trained to teach more than the traditional two teaching subjects. The Basic Education Curriculum Framework (BECF) has categorized Junior and Senior Secondary School levels which the training of teachers in the university education program must align itself with. While students study all the compulsory subjects in junior secondary, they branch to specialize in their preferred pathways at senior secondary levels. The recruitment of students to both public and private universities for teaching career is based on high school credentials that have now to consider talent including talents in sports, creative and performing arts. The study was designed to explore the teacher training programs embracing talent for university education in order to address both the needs of Junior and senior secondary schools under the three pillars embraced in the Competency Based Curriculum (CBC) in Kenya.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Article
Cataloguer Mercy Musungu
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Cataloger Total Checkouts Date last seen Price effective from Koha item type
    Library of Congress Classification     Meru University Meru University Periodical Section 28/11/2022 Mercy Musungu   28/11/2022 28/11/2022 Article

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