The Critical Thinking Skill Gap in the Kenyan Education Curriculum

The 21st Century Skills for the Global Citizen

Authors

  • Cosmas Masega Ongesa University of Nairobi, Kenya

DOI:

https://doi.org/10.32674/jise.v9iSI.1860

Keywords:

Critical Thinking, Enlargement of Mind, Community of Inquiry, Philosophy for Children and Curriculum

Abstract

Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.

 

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Author Biography

Cosmas Masega Ongesa, University of Nairobi, Kenya

Cosmas Masega Ongesa is a Ph.D. student in the Department of Philosophy and Religious Studies, University of Nairobi, Kenya. Email: cosmaso81@gmail.com

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Additional Files

Published

2020-07-16

How to Cite

Ongesa, C. M. (2020). The Critical Thinking Skill Gap in the Kenyan Education Curriculum: The 21st Century Skills for the Global Citizen. Journal of Interdisciplinary Studies in Education, 9(SI), 178–191. https://doi.org/10.32674/jise.v9iSI.1860

Issue

Section

Special Issue: Soka Approaches in Education