Volume 5, Issue 2, June 2020, Page: 30-37
Stakeholders’ Support for Social Studies Curriculum and Enhancement of Responsibility among Learners in Early Years Education Centres in Nairobi City County, Kenya
Ganira Khavugwi Lilian, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Odundo Paul Amollo, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Gatumu Ciumwari Jane, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Muasya Njeri Juliet, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Received: Oct. 10, 2019;       Accepted: Nov. 11, 2019;       Published: May 28, 2020
DOI: 10.11648/j.tecs.20200502.13      View  67      Downloads  29
Abstract
Stakeholders’ involvement in implementation of social studies curriculum forms a cornerstone for strengthening partnerships essential for achieving learning outcomes for sustainable development. Strong bonds between parents, school administration and community influence knowledge, skills, attitudes and values that learners require for survival in the 21st century as effective citizens. While communities, families and the society act as a linkage in social studies learning, continuous partnership with stakeholders develops valuing relationships for displaying convivial attitudes for decision making and cohesiveness. Even though collaborative efforts with stakeholders contribute to school success, support is directed to involvement in fundraising initiatives and volunteering which creates a gap between learning outcomes and behavior dispositions among learners. Despite resurgence in stakeholders’ support for social studies curriculum, learners continue to display dishonesty, truancy and disobedience which are against tenets of a just and efficient society. Hence the study explored sustainability of stakeholders’ support for social studies curriculum (SSC) and enhancement of responsibility among learners in Nairobi City County, Kenya. Using both quantitative and qualitative interpretative model, the study employed descriptive survey design with data collected using a questionnaire for 98 pre-primary school teachers who were purposively sampled from 211 schools. Quantitative data was summarized and organized according to research questions and arranged in themes for analysis. The theory of overlapping spheres of influence was employed to identify the role of school administration, parents and community support for SSC and responsibility. The results indicated that school administration provides sustainable support in enhancing responsibility by 83.00%, followed by parents at 76.90% and lastly community members at 74.50%. The study recommended that teachers should involve school administration, parents and community in developing responsibility for learners to coexist in society as efficiently functioning citizens.
Keywords
Early Year’s Education, Responsibility, Social Studies Curriculum, Stakeholders’ Support
To cite this article
Ganira Khavugwi Lilian, Odundo Paul Amollo, Gatumu Ciumwari Jane, Muasya Njeri Juliet, Stakeholders’ Support for Social Studies Curriculum and Enhancement of Responsibility among Learners in Early Years Education Centres in Nairobi City County, Kenya, Teacher Education and Curriculum Studies. Vol. 5, No. 2, 2020, pp. 30-37. doi: 10.11648/j.tecs.20200502.13
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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