Early Childhood Music Education in Kenya: Between Broad National Policies and Local Realities

Autor/inn/en	Andang'o, Elizabeth; Mugo, John
Titel	Early Childhood Music Education in Kenya: Between Broad National Policies and Local Realities
Quelle	In: Arts Education Policy Review, 109 (2007) 2, S.43-52 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
Schlagwörter	Music Education; Young Children; Cultural Pluralism; Foreign Countries; Educational Policy; Policy Formation; Poverty; Student Diversity; Curriculum Development; Cultural Influences; Partnerships in Education; Politics of Education; Holistic Approach; Teaching Methods; Play; Government Role; Teacher Education; Kenya + Suchen Sie Ihr Suchwort? Musikerziehung; Frühe Kindheit; Kulturpluralismus; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Armut; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural influence; Kultureinfluss; Hochschulpartnerschaft; Educational policy; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Lehrerausbildung; Lehrerbildung; Kenia
Abstract	The historical development of early childhood music education (ECE) in Kenya reveals the challenging circumstances under which it has, and continues, to progress. Poverty remains the most formidable hindrance to the success of this area of education. Multiculturalism, the mosaic that defines Kenya's rich heritage, also demands ingenuity from policymakers in formulating sound guiding principles that are inclusive of the diverse cultures inherent in the country. The key to addressing the challenges of ECE lies in strengthening the tripartite relationship between policy makers who are the authors of the current broad policies, the curriculum designers, and the teachers who implement the curriculum. Deliberate networking of their ideas and activities provides a way forward in propelling music education in early childhood. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10