Assessment of the Teaching of Climate Change Education in Kenya

Abstract

This paper is an examination of the assessment of the teaching of Climate Change Education (CCE) in Kenya through an audit of the Laikipia University teaching practice tool. The competencies demonstrated in CCE are learner centred and are closely related to the competencies expected from the competency based education reforms that Kenya is in the process of effecting. The assessment of teaching climate change requires a focus on evaluation of competencies in creativity, problem solving and collaboration, which are learner based and closely related to the competency based learning framework of the educational reforms on going in Kenya. This is a paradigm shift calling for a review not only in what is taught, but how to assess what is taught; this audit of the tool sought to address the gap of how to assess. The study question was on how effective the Laikipia University teaching practice tool is in evaluating the competencies in CCE and related competencies as proposed in the education reforms in Kenya. A survey was used from descriptive questions to collect data from lecturers who use the tool during teaching practice. The results indicated that the competencies as assessed by the current tool were more teacher centred than learner centred and that the tool requires revision to reflect the approach to teaching climate change which is competency based and therefore encourages assessment of creativity, innovativeness and reflective practice for sustainability.