Kenyan Education System And Self-Reliance: A Decolonizing Perspective

Abstract

Education is meant to develop capacity and enhance productivity among members of society. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific role. The colonial education system introduced and emphasized aspects of employment, resulting in job seekers and unemployment. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has undertaken reforms in the education system to promote self-reliance. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to investigate the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in the universities in Kenya. This study utilized the descriptive survey and the correlational research designs. The target population for this study was 537,211 subjects made up of 520,893 students, and 16,318 Academic staff members in chartered public and private universities in Kenya. A sample size of 384 respondents made up of 60 members of academic staff and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. The validity of the instruments was enhanced through the expert judgment of the researcher‟s supervisors, peers and other experts. Reliability of the instruments was tested by use of the Cronbach‟s Alpha co-efficient. An internal consistency co-efficient of α = 0.862 was obtained. Descriptive statistics were used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson„s coefficient of correlation was used to measure the degree of influence of each independent variable (Decolonizing curriculum, Decolonizing pedagogical approaches, Decolonizing school environment and Decolonizing evaluation) on self-reliance. To test hypothesis, linear and multiple regression models were used to test significance of relationship between independent and dependent variables. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study. This study established that the contemporary curriculum influences self-reliance to a moderate extent and that integration of subjects that develop practical skills and nurture creativity would promote self-reliance to a large extent. It was found that the contemporary pedagogical approaches do not promote self-reliance. Changing the role of the student from a passive learner to a reflective thinker and problem solver as well as laying emphasis on practical rather than theoretical learning would enhance self-reliance. The contemporary school environment was found to have little influence on self-reliance and that an enhanced environment where teachers play the role of mentors, coaches and trainers would promote self-reliance. Embracing evaluation that measures problem solving skills and creativity rather than memory would promote self-reliance. It was concluded that Decolonizing curriculum, decolonizing pedagogical approaches, decolonizing school environment and decolonizing evaluation had significant influence on self-reliance among students in the Kenyan education system. Based on the findings of this study, the researcher recommends integration of aspect of African indigenous curriculum, pedagogical approaches, school environment and evaluation into the contemporary Kenyan education in order to promote self-reliance among students. It is hoped that the findings of this study will be useful to educational planners, policy makers, curriculum implementers and other stakeholders in promoting self-reliance among graduates from educational institutions.