MOUNT KENYA UNIVERSITY

SCHOOL OF EDUCATION

YAHYA WARIO MOHAMED

BEPO/2023/54056

1. Highlight any five reasons why it is important for teacher trainees to study History of
Education. (5mks)

 Improving the quality of education

The study of the past educational experience has many lessons that can be used to improve
present educational theory and practice. The problems and challenges we face in our education
today are not unique; others have faced the same problems and attempted solutions  with 
varying degrees of success or failure. We can adopt their successes and avoid their mistakes in
attempting to improve our education. History of education is rich in both failures and
breakthroughs for us to run away from or copy, respectively.

 Strengthening the professional competence of the teacher

A proper study of the history of education affects the way in which teachers or student teachers
conduct their personal and professional activities. The subject contributes to strengthening both
by encouraging  the teacher to examine, evaluate, accept or modify the cultural heritage; and to
become an educational critic and agent for intelligent cultural transmission and change, rather
than blindly accept the educational status quo, ideas, practices and unchallenged claims. In other
words, an examination of educational theories and practices in their historical context encourages
teachers to adopt a critical attitude towards present theories and practices.

 Understanding our own educational systems

The past illuminates the present. History not only teaches what education is, but also where it
came from, why it came to be, and what it is bound to become in the future. History of education
is a narrative of the origins, growth and development of educational institutions, methods,
concepts, aims, curricular, theory and practice without which they would appear new,
unexplored, and untried to us in the present world.  History   of education thus helps us to
appreciate the road travelled by education to reach where it is today.

 Making comparisons within a historical perspective

History of education helps one to draw comparisons of the origins and development of several
different ideas, practices and theories of education in different societies. In that way it can help
one to formulate better ideas, patterns and principles and provide a larger perspective. It may
also enable one to draw from and act imaginatively using a broader range of humanity than that
represented by a single cultural experience. Apart from drawing a comparison in the evolution of
educational ideas, one is also able to show the development of a particular theory and  practice in
historical context, and demonstrate the particular conditions out of which such a theory or
practice arose and the specific purpose it was intended to serve.

Making comparisons within a historical perspective enables one to use the power of contextual
study to introduce innovation by formulating new and better questions, generating fruitful
hypotheses and initiating unexplored lines of inquiry.

 Satisfying intellectual curiosity

History of education is like other areas of knowledge, with its own body of knowledge and
conventional methods of acquiring  this  knowledge. Human beings, and no less teachers and
teachers-to-be are possessed with the inherent desire or curiosity to explore and know what
education is, where it came from, and where it is going.  Studying history  of education satisfies
this inmate desire. One need not go beyond this reason to justify the study of history of
education.

 Developing powers of

The fruitful study of history of education compels us to train and exercise all our aspects of
intellectual activity, excites curiosity and the spirit of inquiry, disciplines the faculty of reason,
and cultivates the arts of self-expression and communication. Historical study is also basic to
cultivating the attitudes of the mind that characterize the educated person, the habits of
scepticism and criticism; of thinking with broad perspective and objectivity; of distinguishing
between the good and the bad in human experience. The historical study of education gives one
the discerning eye to give shape, form, organization, sequence and interrelationship and relative
importance of ideas.

 Exposing one to knowledge in other

Historians of education must always go beyond the confines of their discipline to fully
understand the nature of the phenomena they study. They particularly need to be acquainted with
the social sciences such as sociology, psychology, philosophy and comparative education, which
can be used in a mutually enriching way to analyse important educational ideas. Though scholars
in each discipline may operate from their own particular perspective, they must of necessity all
draw from the well of history, which contains the raw record of human experience, and sets the
context of events in a time continuum within which other disciplines must operate.       The study
of history of education thus exposes one to knowledge in other social sciences and humanities,
which are engaged in the study of human affairs.

2. Compare and contrast the early Education systems in Egypt and Greece. (15mks)
 Education for service to the nation- in the ancient Greek education systems service to the
nation was emphasized greatly. For instance in all city states that constituted Greece
youth education was designed in such a way that young men became loyal and render
services to the nation, especially in both Sparta and Athens city states young men at 18
years took ephobic oath which was an oath of allegiance to the state. After the oath the
youth went on national service for two years. Probably the Kenyan national Youth
service (NYS) and Nigerian idea of the national youth service corps must have been
adapted form Greek education system. In Nigeria graduates from institutions of higher
learning who are under 30 years took one year national service training. Similarly in
Sparta en even at 30 years still offered service to state. 2. Educational opportunity for
both sexes- Sparta and other city states in Greece laid emphasis on women education.
Both girls and boys were given same education of certain level and this depicts the
significance of emphasizing girl child education without bias. Today all educational
systems of many nations create equal educational
  Physical education (P.E.)- in the modern educational curriculum physical exercise e.g.
gymnastics, boxing, jumping throwing (discuss as in the case if Athens and Sparta) and
athletics are emphasized and taught up to university level. This probably traces it’s
legally to the Athenian and the Spartan educational systems which emphasized on the
same today sports career is well paying and has created huge employment opportunities
for professionally trained athletes.
 . State control of education- educational services is rendered and controlled by
governments today. In most countries private public partnership has enhanced access and
sustainability of education by all. The government makes policy that ensures quality and
standard education in a country. In Kenya the national government continues to control
the education sector even after devolution of most of the state services. This must have
been influenced historically by the education system of the Greek. In Greece both Sparta
and Athens had all public system of education though Athenian parents were allowed to
take their children to private run institutions of learning which also signifies private
public partnership. The Greek great thinker and philosopher plato propounded that the
national goals and objectives can only be better achieved through a state government
such as Anamba state which promulgated public education that enabled the state
government to take over all primary and post primary institutions in their respective
states.
Education for relevance- the modern day educational curriculum in most countries are
designed and geared towards meeting a particular set national goals and objectives.
Curriculum in Kenya and other developing countries is focused on meeting/ addressing
scientific and technological challenges and dynamics so as to keep the pace with the rest
of the developed world. These aims are similar and probably inspired by the Greek
education systems, for instance Sparta was a warrior city state, therefore, its aim of
education, it was for the al round development of the individual but the emphasis was on
intellectualism. These two city state channeled their system of education towards the
achievement of their state objectives the current Kenyan

3. Using relevant examples explain how the church has impacted on the education system
in Kenya. (10mks)
Founding of Mission Schools: The church, particularly Christian denominations, played a crucial
role in establishing schools in Kenya during the colonial era. Missionaries set up schools across
the country, providing education to local communities that previously had limited or no access to
formal education. These mission schools served as the foundation for the development of the
education system in Kenya.

Provision of Education Infrastructure: Churches have been instrumental in constructing

educational facilities such as schools, colleges, and universities. Many church-founded
institutions have contributed to the expansion of the education infrastructure in Kenya, especially
in remote and underserved areas. For example, institutions like Starehe Boys' Centre and School,
Alliance High School, and Strathmore University were founded by churches and have had a
significant impact on the quality of education provided.

Curriculum Development: The church has influenced the development of the curriculum in
Kenyan schools. Christian religious education (CRE) has been an integral part of the curriculum,
teaching students about Christian values, beliefs, and moral principles. The inclusion of CRE
reflects the influence of the church in shaping the educational content and providing a religious
foundation in the system.

Teacher Training and Professional Development: Churches have been involved in training and
equipping teachers in Kenya. Church-based teacher training colleges have played a vital role in
preparing teachers for service in both church-founded and government schools. These
institutions provide pre-service and in-service training, ensuring that teachers are well-prepared
to deliver quality education to students.

Values and Ethics: The church has contributed to instilling values and ethics in the education
system. Christian principles of honesty, integrity, compassion, and respect are often emphasized
in church-founded schools. These values are integrated into the curriculum and are part of the
broader aim to develop well-rounded individuals who are not only academically competent but
also morally upright.

Scholarships and Financial Assistance: Churches have been involved in providing scholarships
and financial assistance to students in need. Many church-based organizations offer educational
grants and sponsorships to disadvantaged students, enabling them to access quality education
that they may otherwise not afford. These initiatives help bridge the gap in educational
opportunities and promote social equity in the education system.
References

1. Mayers, F: A history of education thought Columbus, ohio: merril, 1969.

2. Power J.: Main current in the history of education, barker and noble (1968)

3. Curtis, S.J. : A short history of education ideas, London university tutorial press (1968)

4. www.internet- Google

i. Downey “Ancient education,” the classical journal s2 no.8 (May 1957:339)

ii. Pluttarch, the training of children, C.HOCE (Ancient history source book)

iii. T.E.I Patras (technological educational institute patras)