Abstract:

Pioneers of wireless telegraphy working 100 or so years ago believed the new technology would soon be put to useful purposes. Among initiatives at this time were new ways of learning, emphasizing a more imaginative, learner-centered approach. It was realized that educational broadcasting had great potential in both formal and informal education by adding to what teachers could provide, reaching isolated groups of learners, filling in for non-existent teachers, and acting as an agent of in-service training. Before long, “radio schools” were operating in countries with dispersed and remote populations (Schindler 2006).
In line with its mandate, Kenya Institute of Education (KIE) has over the years produced volumes of educational programmes to support curriculum implementation. These are both audio and video materials disseminated through live broadcasts, pre-recorded broadcasts, and sale of recorded audio and video tapes as well as outreach programmes. In response to the dynamics of a changing society, KIE has continuously explored new and innovative ways to reach its target audience. This has been necessitated by the need to expand its coverage, improve the quality of transmission and be cost-effective. The impact has been increased access to quality programmes in an attempt to meet the expanded demand for education following the introduction of free primary and secondary Education in tandem with Education for All (EFA) and the Millennium Development Goals (MGDs). The use of television in curriculum delivery gives rise to better and improved methods of educational content delivery, methodology and pedagogical skills as well as expanding the available teaching and learning knowledge base. Whereas technology cannot replace a teacher in the instructional process, it forms an important and additional resource for both the teacher and the learner.

This presentation addresses the ‘Use of Television as a Mode of Curriculum Delivery: A Case Study of Kenya’s Education Broadcast Channel (EDU Channel)’. The introduction of digital television broadcasting technology provides the ultimate solution to educational broadcasting. Television signal, audio signal and multimedia signal are the core of education through media. The formats are able to engage the visually and auditory sensory learning abilities of the learners creating memorable learning experiences. The use of television in curriculum delivery fills in the gap of building competence especially in concepts that involve processes and procedures. These would not be delivered very effectively using text or audio as they apply more to the visual.

Kenya’s Education Broadcast Channel was launched by His Excellency the President on 30th March, 2010, and it targets learners and teachers as well as the general public. It is one of the Kenya Vision 2030 Flag Ship projects in the Ministry of Education. Kenya Vision 2030 is the country’s new development blueprint covering the period 2008 to 2030. The vision for the education sector for 2030 is to have a globally competitive quality education, training and research for sustainable development’. This is evident that Kenya recognizes education as fundamental to the success of the Vision. It is therefore envisaged that the Education Broadcast Channel will contribute to improve national capacity building efforts and skills transfer towards the attainment of Vision 2030 through enhanced equity and access to quality education.