European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 6 │2017
doi: 10.5281/zenodo.818091
A CRITICAL ANALYSIS OF THE INFLUENCE OF
CURRICULUM DYNAMICS MISMATCH ON THE
LABOR MARKET ALIGNMENT IN KENYA
Mary M. Masika1i,
Ruth W. Thinguri2
Mount Kenya University, School of Education
1
P.O Box 342- 0100 Thika, Kenya
Dr., Mount Kenya University, School of Education
2
P.O Box 342- 0100 Thika, Kenya
Abstract:
The aim of the study was to conduct a critical analysis of the influence of curriculum
dynamic mismatch on the labor market alignment. The study sought to analyze the
type and quality of education reforms and innovations that have to be implemented in
the education system. This looked forward to assess the strengths and weaknesses of
the current curriculum and determine what could be done and assist the proposed new
curriculum about to take place in a few months’ time. This would help to align the kind
of education offered in our learning institutions and what is expected in the labor
markets. The objectives of the 8-4-4 system were to prepare high school graduates for
the world of work and provide a foundation for further training in relevant
postsecondary institutions. The four dimensions of education in Kenya include; the
personal dimension where learners acquire the desired knowledge and skills, the social
dimension which involves interactions and socializing with others and the product
dimension which is aimed at guiding the learning institutions in order to enable them
produce graduates who have adequate skills and knowledge used as an input in the job
markets. The Kenyan current 8-4-4 system needs to cater for and put emphasis on the
product dimension. The study enabled the researchers to make appropriate
recommendations that shall correct the situation. Researchers used qualitative research
methodology with a content analysis design which involved intensive study of issues in
the area of interest through the study of existing records. Relevant research findings as
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
808
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
guidance for initial codes were applied. The critical method enabled the researchers to
use a systematic analysis of the literature reviewed and discuss its validity and evaluate
its worth. Through this research method, the researchers were able to come up with the
recommendations on the ways alignment of subjects taught can be used in Kenyan
school in a way to ease the ways to relevant job opportunities.
Keywords: curriculum dynamics mismatch, curriculum innovations, labour market
alignment, job market, learners
1. Introduction
The curriculum offered in Kenya requires large investments in terms of time and
resources by both the learners, parents and the Kenyan government as a whole. Many
graduates end up not utilizing the skills obtained from their learning institutions and
thus end up being employed in other fields in which they were not trained for. Bilbao
(2008) who stated that curriculum refers to the sum total of all learning experiences of
individuals not only in school but also in the society, suggests that the growth in
educational output has decreased, the skills the learners attained have not yet increased
and the skills required for the on job training and other requirements have rapidly
increased and this has been attributed by the dissatisfaction which relates to work
attitudes and poor skills related to the field of specialization. Structural unemployment
being a form of employment caused by the mismatch between the skills that are
demanded by the workers by their employers and the workers themselves can deliver.
This type of unemployment in the labor market mismatches the employee qualification
does not match with what is required in the job market which are brought about by
either under employment or over skilling. Therefore, to ensure that there is no
mismatch in curricula dynamics and the labor market alignment, the curriculum in
place should try to factor in proper subject selection and assessments, internships,
career guide and orientation to learners, unemployment has been experienced among
our Kenyan youths to a great extent. More so, the labor markets are not able to get the
required personnel to fit in the jobs since the skills required do not match with their job
specialization.
On the contrary, many learners rote learn for the purpose of passing their
examinations and they don't retain the knowledge acquired in their memory. Due to
this employee qualification do not match the labor market requirements. In this article,
the researchers analyzed critically the issues that have been brought about by
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
809
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
curriculum dynamics mismatch as well as the causes of the labor market dynamics are
concerned.
2. Statement of the Problem
Many curriculum dynamics have led to the mismatch on the labor market alignment in
Kenya. These have influenced many factors such as the curriculum offered in our
Kenyan schools which are too broad and exam oriented, the kind of assessments
applied on learners the subject selection, internship courses and career guide and
orientation programmes in learning institutions especially on the new students.
Examinations are the key indicators on the learner’s ability to recall what he/she
has been taught in the learning institution. After the summative examination,
certificates are issued to the learners and these gauge whether the learner should
proceed with higher education, training levels or whether to secure a job. But when it
comes to representation in the top and middle management jobs in both private and
public sector, very few graduates make to their expectation. The only way to address
and resolve this problem is by helping students in purchasing with subjects which they
can tackle in their career and program orientation to new students.
The current curriculum is too broad hence need to reform it to match with the
labor market demands while all the efforts made in a bid to reform the current
curriculum, the study therefore was a critical analysis of the influence of curriculum,
mismatch dynamics on the labor market alignment. Currently, there have been pleas
from Kenyan citizen pleading for the change of the current 8-4-4 system. Many Kenyans
want to reform the education and have another system which is child - centered
curriculum and more so, that which impacts the learners with all the domains which
are psychomotor, cognitive and affective domains. This is opposing the current
education system which is heavily concerned with the cognitive domain. A proposed
new curriculum is the 2-6-6-3 which if successfully implemented, will look the
classroom learner as the key player in the learning process whereas the teacher will be
the instructor guide. If the current situation is not addressed, then the learners will keep
on learning in a subject-based system rather than a competent-based system.
3. Purpose of the Study
The aim of the study was to critically analyze the major influence of the curriculum
dynamic mismatch on the labor market alignment in Kenya. The study proposed
methods, ways and approaches that could be used to make appropriate adjustments
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
810
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
and polish it and possibly try to remove any barriers which might result in poor labor
marketing. The researchers provided an understanding of the influence of these
curriculum dynamics about the labor market.
4. Objectives of the Study
1. To critically analyze how curriculum dynamics like changes in the current
education system.
2. To critically analyze his subject selection influences the labor market alignment
in Kenya.
3. To critically analyze the career guide and orientation impacts on the labor
market alignment in Kenya.
4. To critically analyze the subject assessment modes on the labor market alignment
in Kenya.
5. Research Questions
1. How does change in education system influence on the labor market alignment
in Kenya?
2. How does subject selection influence on the labor market alignment in Kenya?
3. To what extend do the career guide and orientation impact on the labor market
alignment in Kenya?
4. How does a subject assessment mode impact on labor market alignment in
Kenya?
6. Significance of the Study
Findings of the study may be useful to policy makers because policy making is an
integral part of general educational planning. Educational planning is very essential
because it needs the problems which produce demands on the education system. These
problems include manpower requirements, increasing aspirations with different
sections of the society and inequality between the demands of the economy and the
educational products. It may also be beneficial to educational planners since the
curriculum enhances and impacts learners with skills and the desired knowledge
needed to be applied in the learning process. It may help them to detect the major
changes on curriculum dynamics which impact on the labor market.
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
811
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
The study may also benefit the ministry of education because the research findings may
help the MoE in promoting and coordinating long life education, training and research
for Kenya's sustainable development. NGOs may also benefit since they extend
education to under privileged children and help them to develop innovation that
improves the quality of education. Business leaders may not be left behind; they will
balance their roles in management and administration. It may also benefit
administrators since they are the master planners and facilitators to plan strategies that
ensure a product reflecting expertise.
7. Research Methodology
Researchers used qualitative research methodology with a content analysis design
which involved intensive study of issues in the area of interest through the study of
existing records. Relevant research findings as guidance for initial codes were applied.
The critical method enabled the researchers to use a systematic analysis of the literature
reviewed and discuss its validity and evaluate its worth. Through this research method,
the researchers were able to come up with the recommendations on the ways alignment
of subjects taught can be used in Kenyan school in a way to ease the ways to relevant
job opportunities.
8. Critique Literature Review
8.1 The Impact of the Education System Change on the Labor Market Alignment in
Kenya
Previous researchers such as Kibet and Makau who advocated for integration of
business education in teaching and learning process, policy makers and members of the
public have a strong belief that the skills acquired in the learning institutions do not
match the requirements needed for job entry and this has led to many Kenyan youths
being unemployed. The changes in the curriculum system which affects the subject
content and what learners have to acquire in their classroom setting is a big blow to
many learners. This is because learners are forced to abandon shat they had previously
prepared for and learn on new content that have been brought forth. The end results are
that whatever the labor market had put in place for the entry level to the job market
especially on skills attainments may not apply to the affected learners in the system
changed. Though the content may change, the skills required in the job market remain
constant. Digital content is increasing day by day in this 21st century and given the
quickly changing requirements for the skills in the digital economy, an efficient transfer
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
812
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
between the institutions must be ensured. Many of the innovations have not been
implemented effectively on the quest for quality education according to Bunyi (2013).
8.2 A Critical Analysis of the Subject Selection Influence on the Labor Market
Alignment in Kenya
There is a big demand for the implementation of educational policies in alignment with
the country's labor market. This has led to demand for a steady and competent market
which should always be ready to absorb learners with equivalent and required skills.
This is in agreement with Buchmann (2000) who after investigating on African
educational systems found out that most African countries especially those with low
income, their achievements did not meet the market demands.
Labor markets argue that the changes in curriculum have helped them to
improve on the output. This is because, any reform or change in education system
improves on the quality of education. Systems improve on the quality of education
offered and this helps learners to better their cognitive, affective and psychomotor
skills. The alignment on labor market enables graduates to fully explore their potential
in the fields they are specialized in. Large numbers believe that curriculum dynamics in
relation to the expectations of the labor market assists learners in their working skills
and conditions. They believe that performing a job in which you are fully trained for or
has the equivalent skills related to it, makes working enjoyable and one can maximally
exploit her talents in it. According to Bunyi (2003) on the quest for quality education,
many of the innovations have not been implemented effectively.
8.3 A Critical Analysis of the Career Guide and Orientation and Its Impact on the
Labor Market Alignment in Kenya
According to UoN module on curriculum development pg15, curriculum objectives are
defined as the most immediate outcome of classroom instructions. Saylor and
Alexander (1974) define curriculum content as "Those facts, observations, data perceptions,
ideas and concepts". It is recommended that instructional goals and objectives should be
stated at three domains of learning; the cognitive, affective and psychomotor. Benjamin
Bloom (1956) states that the curriculum which entails all the activities done in a school
setting, enables the learner and the instructor who is the teacher to work interactively.
Examinations are put in place in order to gauge the knowledge attained and the
qualification of a learner in a prescribed course either in a private or public institution.
Examinations take different forms such as objective tests, multiple choices, essay tests
and aptitude tests. Examinations play a major role. They test cognitive, ability to recall,
organization, analysis, evaluation and the ability to synthesis the contents of the
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
813
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
subjects studied; test the effectiveness and efficiency of the education system, teaching
methods, materials, devices, strategies, the preparation and quality of teachers as
displayed by student performance, are used as an incentives to study beside being used
as an indicator of a student's progress and are used to select students for particular jobs,
promotion or even demotion.
8.4 A Critical Analysis of the Subject Assessment Modes on the Labor Market
Alignment in Kenya
Employment and training support for workers and companies require the necessary
knowledge and skills matched to the labor market demand. The mismatch between the
curriculum dynamics mismatch and the labor market are due to insufficiently flexible
curricula. There is need to shape the current curriculum and align it with the labor
market demands. According to Oluoch (2006), assessments are very vital in evaluating
an ongoing curriculum. This is because through evaluating learners, one is able to
gauge whether the project in progress is proceeding on well or whether it needs to be
modified.
Teaching while enforcing assessments motivates the learners to read deeper on
the content taught in order to attain the set goals and classroom target. Labor market
mismatches where employee’s qualifications does not match the requirements of the
labor market and it may result from over-skilling or under-skilling or even over
education.
The Kenyan government plans to overhaul the current education system and
adapt a child-centered curriculum will enable learners to automatically get placements
in the job markets since the curriculum will be friendly to learners and one that will
enable them to learn interactively with the teacher and the content in place. To dissuade
learners from rote learning that steeped the 8-4-4 where the key is to pass examinations,
the proposed new system will focus on holistic learning that appreciates more than just
books. Learners will be encouraged and tested on the domains as sports, drama and
extra curriculum activities in a bid to make them all-round. According to Makau (1985),
any curriculum implementation, evaluation should be employed on education planning
and development.
9. Conclusions
Critics of the subject- centered curriculum design are that; there is a high degree of
fragmentation, there is no integration of content and automatic transfer of information
is not possible.
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
814
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
Since those who leave schools and universities are no longer assured of job
opportunities, measures should be instituted to deal with unemployment. This can be
done by:
Ensuring that changes in the education system should be effectively
implemented in all learning institutions
which align with their future career jobs in the market
Guiding, assisting and counseling students to choose their career subjects wisely
Proper guidance on learner’s career guide and orientation programs
Designing a better method of assessing the learners in the subjects, they
undertake in order to gauge their progress.
10. Recommendations
The researchers recommend the following:
1. All learning institutions should ensure that ensure that all changes made in
education system should be put in place and effected in all Kenyan educational
institutions.
2. The ministry of education should ensure that teachers attend in service refresher
courses for up to date information concerning any changes in the curriculum and
this go hand in hand with the societal needs.
3. Policy makers should ensure that learners are guided in the right way and
orientated as they join new learning institutions in order to let them stay
informed in what takes place, how and when in the learning process.
4. The Kenya National Examination Council should put in place the subject
assessment modes and curb any malpractices during the examination period.
5. Kenyan institute of curriculum Development in collaboration with market job
stakeholders should work collaboratively to ensuring that the learning
institutions are accepted in the job opportunities for the learners.
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
815
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
References
1. Msubuga, E. H. K. (2000). Foundation of educational research. Kampala: MK
Publishers (U) Ltd.
2. Oliva, F. P. (Ed). (2009). Developing the curriculum. Boston: Pearson education Ltd.
3. Oluoch, G. (Ed). (2006). Essentials of curriculum development. Nairobi: Longhorn
Publishers (k) Ltd.
4. Bilbao, P. P., Lucido, P. I., Iringan, T. C., & Javier R. B. (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc.
5. Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of
educational goals. New York: Longmans, Green.
6. Buchmann, C. (2000). Family Structure, Parental Perceptions, and Child Labor in
Kenya: What Factors Determine Who is Enrolled in School. Social Forces 78 Issue
4: 1349-79.
7. Bunyi, G. W. (2003). Interventions that increase enrollment of women in African
tertiary institutions. Case study prepared for a Regional Training Conference on
Improving Tertiary Education in Sub-Saharan Africa: Things That Work, Accra,
September 23–25.
8. Kibet, G. (2010). Internet Utilization: A Case of Connected Rural and Urban
Secondary Schools in Kenya. International Journal of Computing and ICT
Research, Vol. 4, No. 1
9. Makau, B.M. (1985). Equity and efficiency in financing secondary education in
Kenya: key issues in state-community partnership. Working Papers 429, Nairobi:
Institute for Development Studies, University of Nairobi.
10. Oluoch, G. (Ed). (2006). Essentials of curriculum development. Nairobi:
Longhorn Publishers (k) Ltd.
11. Saylor, J. G., & Alexander W. M. (1974). Planning Curriculum for Schools. New
York: Holt, Rinehart and Winston.
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
816
Mary M. Masika, Ruth W. Thinguri
A CRITICAL ANALYSIS OF THE INFLUENCE OF CURRICULUM DYNAMICS MISMATCH ON
THE LABOR MARKET ALIGNMENT IN KENYA
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017
817