QUESTION ONE a)Distinguish between education curriculum and syllabus (6marks) b)Highlight two main challenges facing competency.based curriculum and suggest one possible solution to each of the challenges (8 marks) c) Explain the purpose of each of the following in determination of education purposes in Ralph Tyler's (1949) curriculum model i. Philosophy of education (2marks) ii. Psychology of education (2marks) iii. Psychology of education (2marks QUESTION TWO a)Explain two roles of each of the three dimensions of school curriculum in development of a holistic learner (6 marks) b)Assess three reasons why competency-based curriculum was introduced in Kenya (9 marks) QUESTION THREE a)State three fundamental questions by Ralph Tyler. guide the Kenya curriculum development process. (6marks) b) Discuss three ways in which Hilda Taba (1962) modified Ralph (Tyler1949) curriculum development model (9marks) QUESTION FOUR a) Explain three roles of the Kenya National goals of Education in curriculum development process (6marks) b) Discuss three criterion of curriculum innovation which should be observed in order to facilitate success of curriculum innovation (9marks) QUESTION FIVE 2 a) Explain two strengths of learner-centred curriculum over teacher- centered curriculum design (6marks) b)Discuss three roles that parents should play in order to facilitate success of Education in Kenya (9marks)

QUESTION ONE<br />a) The education curriculum refers to the overall content, structure, and organization of education, including the objectives, content, and methods of instruction. The syllabus, on the other hand, is a detailed outline of the specific topics, content, and learning objectives for a particular subject or course within the curriculum.<br /><br />b) Two main challenges facing competency-based curriculum are:<br />1. Lack of resources: Insufficient resources such as trained teachers, learning materials, and infrastructure can hinder the effective implementation of competency-based curriculum.<br />Solution: Governments and educational institutions can invest in teacher training, provide adequate learning materials, and allocate sufficient funds for infrastructure development.<br />2. Inadequate assessment methods: Competency-based curriculum relies heavily on assessment to measure student learning, but there may be challenges in developing valid and reliable assessment methods.<br />Solution: Educational institutions can collaborate with experts to develop appropriate assessment methods and ensure their validity and reliability.<br /><br />c) In Ralph Tyler's (1949) curriculum model, the purpose of each of the following in determination of education purposes is as follows:<br />i. Philosophy of education: It provides the underlying beliefs and values that guide the curriculum development process, shaping the educational goals and objectives.<br />ii. Psychology of education: It helps in understanding the learning processes and needs of students, informing the instructional strategies and assessment methods.<br />iii. Psychology of education: It helps in understanding the learning processes and needs of students, informing the instructional strategies and assessment methods.<br /><br />QUESTION TWO<br />a) The three dimensions of school curriculum are:<br />1. Subject matter: It provides the content and knowledge to be learned.<br />Roles: It helps students acquire knowledge and understanding in specific subjects, and it promotes critical thinking and problem-solving skills.<br />2. Learning experiences: It refers to the activities and methods used to facilitate learning.<br />Roles: It engages students in active learning, promotes interaction and collaboration, and caters to different learning styles.<br />3. Learning outcomes: It refers to the expected results or competencies that students should demonstrate after completing a course or program.<br />Roles: It sets clear expectations for student achievement, guides assessment and evaluation, and ensures alignment with educational goals.<br /><br />b) Three reasons why competency-based curriculum was introduced in Kenya are:<br />1. To promote active learning: Competency-based curriculum emphasizes active learning and problem-solving, encouraging students to apply their knowledge in real-world situations.<br />2. To focus on outcomes: It shifts the focus from rote memorization to demonstrating competencies and skills, ensuring that students meet specific learning outcomes.<br />3. To address diverse learning needs: It accommodates different learning styles and abilities, providing a more inclusive and personalized learning experience.<br /><br />QUESTION THREE<br />a) Three fundamental questions by Ralph Tyler that guide the Kenya curriculum development process are:<br />1. What educational purposes should the school seek to attain?<br />2. What educational experiences can be provided that are likely to attain these purposes?<br />3. How can these educational experiences be effectively organized?<br /><br />b) Three ways in which Hilda Taba (1962) modified Ralph Tyler's (1949) curriculum development model are:<br />1. Emphasizing the importance of teacher involvement: Taba's model encourages teachers to participate actively in the curriculum development process, ensuring that they have a voice in shaping the curriculum.<br />2. Incorporating the concept of "learning contracts": Taba introduced the idea of learning contracts, where teachers and students collaborate to set learning goals and determine the best methods to achieve them.<br />3. Highlighting the role of feedback: Taba's model emphasizes the importance of feedback in the curriculum development process, allowing for continuous improvement and adaptation based on student and teacher input.<br /><br />QUESTION FOUR<br />a) Three roles of the Kenya National goals of Education in the curriculum development process are:<br />1. Providing direction: The national goals serve as a guiding framework for curriculum development, ensuring that the curriculum aligns with the country's educational aspirations.<br />2. Promoting consistency: The national goals help maintain consistency in education across different regions and institutions, ensuring a standardized quality of education.<br />3. Facilitating accountability: The national goals establish clear expectations for student achievement, allowing for effective monitoring and evaluation of the curriculum's effectiveness.<br /><br />b) Three criteria of curriculum innovation that should be observed to facilitate the success of curriculum innovation are:<br />1. Relevance: Curriculum innovations should be relevant to the needs and interests of students, ensuring that they are engaging and meaningful.<br />2. Feasibility: Curriculum innovations should be practical and achievable, considering factors such as resource availability and teacher training.<br />3. Sustainability: Curriculum innovations should be designed with long-term success in mind, ensuring that they can be maintained and adapted over time.<br /><br />QUESTION FIVE<br />a) Two strengths of learner-centered curriculum over teacher-centered curriculum design are:<br />1. Promotes active learning: Learner-centered curriculum encourages students to take an active role in their learning, fostering critical thinking, problem-solving, and collaboration skills.<br />2. Personalized learning: Learner-centered curriculum accommodates different learning styles and abilities, allowing for a more personalized and inclusive learning experience.<br /><br />b) Three roles that parents should play in order to facilitate the success