Education curriculum transitions in Kenya—an account and progress to competency-based education policy

Q2 Social Sciences

Curriculum Perspectives Pub Date : 2021-04-02 DOI:10.1007/s41297-021-00137-5

Francis Maina Gichuru, C. Khayeka–Wandabwa, Reuben Sitonik Olkishoo, P. Marinda, Methody Florian Owaki, M. Kathina, Yuanyue Wu

引用次数: 1

查看原文本刊更多论文

肯尼亚的教育课程转型——对能力教育政策的解释和进展

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Curriculum Perspectives Social Sciences-Education

CiteScore

2.50

自引率

0.00%

发文量

期刊介绍： · Encourage curriculum research and scholarship that can lead to more equitable and socially just societies. · Support policy makers, teachers, parents and students by publishing informed and relevant research directed at improvements in student learning. · Provide a forum for an international exchange of curriculum ideas and issues. · Encourage innovative curriculum thinking, multiple ways of knowing and understanding, critical and creative problem solving to develop solutions that can make a difference in the lives of students and their communities. Australian curriculum scholars, teachers, parents and students are increasingly aware of the globalized world of which they are a part. The curriculum issues that affect them also affect others in this borderless environment. The mission of Curriculum Perspectives, therefore, is to bring Australian curriculum scholarship to the world and to encourage an international exchange of ideas that can enhance curriculum experiences for students across the globe