Question Three Kenya's shift from 8-4-4 system to a 2-6-6-3 system has had significant implica he country and education stakeholders . Discuss these conseq (20marks) Question Four Discuss three types of curriculum development models that curriculum planne e to employ. (20marks) Question Five Giving their merits, discuss two types of teacher education programmes i (20marks)

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. The $2-6-6-3$ system refers to the structure of education where students spend two years in pre-primary education, six years in primary education, six years in secondary education, and three years in tertiary education. This shift has led to several consequences:<br /><br />1. **Expanded Access to Education**: The $2-6-6-3$ system has made education more accessible to a larger number of students. By extending the duration of primary and secondary education, more students have the opportunity to receive a basic education, which can lead to improved literacy rates and better job prospects in the future.<br /><br />2. **Focus on Early Childhood Education**: The inclusion of two years of pre-primary education in the $2-6-6-3$ system emphasizes the importance of early childhood education. This can help lay a strong foundation for lifelong learning and development, as early childhood is a critical period for cognitive, social, and emotional development.<br /><br />3. **Alignment with Global Trends**: The $2-6-6-3$ system aligns with global trends in education, where there is an increasing emphasis on comprehensive and inclusive education systems. By adopting this system, Kenya is positioning itself to meet the demands of a rapidly changing world and to prepare students for the challenges of the 21st century.<br /><br />4. **Challenges in Implementation**: The shift to the $2-6-6-3$ system may present challenges in terms of resource allocation, teacher training, and infrastructure development. Education stakeholders will need to address these challenges to ensure the successful implementation of the new system.<br /><br />Question Four:<br />Curriculum development models are frameworks that guide the planning and design of educational curricula. Curriculum planners can choose from various models depending on needs and goals. Here are three types of curriculum development models:<br /><br />1. **Tyler's Rational Model**: This model, developed by Ralph Tyler, involves four key steps: defining objectives, selecting learning experiences, organizing learning experiences, and evaluating the effectiveness of the curriculum. It emphasizes the importance of clear objectives and systematic planning.<br /><br />2. **Taba's Instructional Model**: Hilda Taba's model focuses on the teacher's role in curriculum development. It involves five stages: diagnosing needs, formulating objectives, selecting content, organizing content, and evaluating. This model encourages teacher involvement and adaptability.<br /><br />3. **Oliver and Shroeder's Model**: This model emphasizes the importance of considering the context in which the curriculum is developed. It involves five stages: identifying the context, identifying the problem, formulating objectives, selecting content, and organizing content. This model takes into account the unique characteristics of the educational setting and the needs of the learners.<br /><br />Question Five:<br />Teacher education programs play a crucial role in preparing individuals to become effective educators. There are various types of teacher education programs, each with its own merits. Here are two types of teacher education programs:<br /><br />1. **Traditional Teacher Education Program**: This program typically involves a four-year undergraduate degree followed by a one-year master's degree. It provides a comprehensive foundation in education theory and practice, with a focus on classroom management, instructional strategies, and subject-specific content knowledge. The traditional program allows for a gradual transition from student to teacher, with opportunities for hands-on experience through student teaching placements.<br /><br />2. **Alternative Teacher Education Program**: This program is designed for individuals who already hold a bachelor's degree in a field other than education. It provides an accelerated pathway to becoming a teacher, typically within one year. The alternative program focuses on intensive coursework and field experiences, allowing individuals to gain the necessary skills and knowledge to teach effectively. This program is particularly beneficial for career changers or individuals who wish to enter the teaching profession later in life.<br /><br />Both traditional and alternative teacher education programs have their merits. Traditional programs provide a more comprehensive foundation in education theory and practice, while alternative programs offer an accelerated pathway for individuals with a non-education background.