Existentential Interrogation of 8-4-4 System Of Education

International Journal of Humanities and Social Science

© 2021 by SSRG - IJHSS Journal

Volume 8 Issue 3

Year of Publication : 2021

Authors : William Kipkemboi, Prof Cletus Chukwu, Prof Mary Wahome

10.14445/23942703/IJHSS-V8I3P101

How to Cite?

William Kipkemboi, Prof Cletus Chukwu, Prof Mary Wahome, "Existentential Interrogation of 8-4-4 System Of Education," SSRG International Journal of Humanities and Social Science, vol. 8,  no. 3, pp. 1-7, 2021. Crossref, https://doi.org/10.14445/23942703/IJHSS-V8I3P101

Abstract:

When the 8-4-4 system of education was introduced in Kenya, it was seen to be visionary and could capture the country’s aspirations. However, the system has been a subject of debate since its inception. While the commissions mandated to explore the underlying problems generated profound contributions towards its improvement, more issues arose, prompting the change of the curriculum. It is on this backdrop that the research sought to interrogate the system using existentialism by examining: the challenges of the 8-4-4 system of education and to study the implications of existentialism to 8-4-4 system education. The study is library-based. Existential and critical philosophical methods were used to analyze the data. The findings show that the 8-4-4 system has not achieved its intended objectives because of problems associated with underfunding, over-enrollment, overloaded curriculum, commercialization of education, examination malpractices, overemphasis of examination, and strikes. Existentialism in education can remedy the situation by incorporating its insights for reforms in the aims and objectives of education, curriculum, instructional methods, and the right concept of a student and the teacher. However, the study recommends that the Kenyan education system be strengthened by inducting all the stakeholders on the real philosophy of education in Kenya.

Keywords:

Existentialism, Interrogation, 8-4-4 Education System.

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