Question Two Curriculum development is a process and not a finished product. Based on this assertion, discuss the essential steps of curriculum development.(20marks) Question Three Kenya's shift from 8-4-4 system to a 2-6-6-3 system has had significant implications for the country and education stakeholders Discuss these consequences. (20marks) Question Four Discuss three types of curriculum development models that curriculum planners are able to employ. (20marks) Question Five Giving their merits, discuss two types of teacher education programmes in Kenya. (20marks)

Question Two:<br />Curriculum development is a continuous process that involves several essential steps. These steps include:<br /><br />1. Needs Assessment: Identifying the needs and goals of the learners and the society.<br />2. Objectives and Goals Setting: Defining clear and measurable objectives and goals for the curriculum.<br />3. Content Selection: Choosing the relevant and essential content that aligns with the objectives and goals.<br />4. Learning Experiences Design: Designing engaging and effective learning experiences that facilitate the achievement of the objectives.<br />5. Assessment and Evaluation: Developing assessment and evaluation methods to measure the effectiveness of the curriculum.<br />6. Implementation and Delivery: Planning and implementing the curriculum in a systematic manner.<br />7. Review and Revision: Regularly reviewing and revising the curriculum to ensure its relevance and effectiveness.<br /><br />Question Three:<br />Kenya's shift from the $8-4-4$ system to a $2-6-6-3$ system has had significant implications for the country and education stakeholders. Some of these consequences include:<br /><br />1. Increased Focus on Science and Technology: The new system places a greater emphasis on science and technology subjects, which can better prepare students for the demands of the modern world.<br />2. Reduced Time in Humanities and Social Sciences: The reduction in time allocated to humanities and social sciences may limit students' exposure to a well-rounded education.<br />3. Enhanced Specialization: The new system allows for more specialization in certain subjects, which can benefit students who have a clear career path in mind.<br />4. Potential Challenges in Implementation: The transition to the new system may pose challenges in terms of curriculum development, teacher training, and resource allocation.<br /><br />Question Four:<br />Curriculum planners can employ various types of curriculum development models. Three common models include:<br /><br />1. Tyler's Rational Model: This model emphasizes the importance of setting clear objectives, selecting learning experiences, organizing learning experiences, and evaluating the effectiveness of the curriculum.<br />2. Taba's Instructional Model: This model focuses on the teacher's role in curriculum development, emphasizing the importance of involving teachers in the planning and implementation of the curriculum.<br />3. Oliva's Instructional Model: This model emphasizes the importance of considering the learner's needs, interests, and abilities in the curriculum development process.<br /><br />Question Five:<br />In Kenya, there are two main types of teacher education programs: Bachelor of Education (B.Ed) and Postgraduate Diploma in Education (PGDE). The merits of each program include:<br /><br />1. Bachelor of Education (B.Ed): This program provides a comprehensive understanding of education theory and practice, preparing graduates for teaching careers. It also offers opportunities for specialization in specific subject areas.<br />2. Postgraduate Diploma in Education (PGDE): This program is designed for individuals who already hold a degree in a specific subject area and want to pursue a career in teaching. It provides practical training in teaching methods and classroom management skills.