Analysis
Sex of Students who participated in the project
Non-formal dimension
Oluoch (1982) explains that learning activities in the non-formal dimension of the curriculum are organized in a less rigid manner than in the formal dimension. The non-formal activities include debating, drama, music and dance, writing/poetry clubs, human/child rights clubs, and other related activities. They are commonly referred to as co-curricular activities. The prefix co- in this word implies that the activities are part of the curriculum. These are organized to enhance the achievement of the curriculum goals and objectives. For example, the National Cohesion and Integration Commission sponsors music, poetry and drama items during the school's music and drama festivals. Students are expected to learn about cohesion and integration through the items presented through the transfer of knowledge and skills.
In Kenya, the Ministry of Education (MOE) places a high premium on the co-curricular activities. Budget provisions for organizing drama and music festivals are made in the capitation grants provided for every primary and secondary school student. Time is also allocated for these activities. Indeed, the East African Community has also adopted this approach in enhancing regional integration. Secondary school students from the member countries participate in essay writing competitions and winners travel to all member countries.
Informal dimension
Oluoch (1982) explains that the in-formal dimension entails interaction between learners and the environment where they are growing up, either in school or other environments. This is one of the most powerful curriculum dimensions. Learners in primary and secondary school are at the formative age and are highly impressionable. Their value systems format around this age, and are difficult to change later in life. The education system, therefore, has to identify all the available opportunities to help the learners acquire desirable values. The same author argues that whereas informal interactions go on all the time, not all the interactions form desirable informal learning activities. The project used both dimensions to reach the goals and objectives set in the initial stage. The success of this project has to be shown by the change in attitude and physical environment of the Mwarovesa primary school community.
The project used both dimensions to reach the goals and objectives set in the initial stage. The success of this project has to be shown by the change in attitude, physical environment and climate of the Mwarovesa primary school community and Kwale County. The attitude can change immediately the mindset is changed and students and the community comprising of also teachers and parents the rehabilitation of the environment might take a while to change but with the enthusiasm that the community accepted the project the time frame will be shorter. Environmental action and climate change were successful for all objectives and measures were met. The results will take longer.
References
David Njengere. (2014). the role of curriculum in fostering national cohesion and integration: Opportunities and challenges. IBE Working Papers on Curriculum Issues NΒΊ 11. (http://www.ibe.unesco.org/)
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