Historical, Political, and Societal Factors in Curriculum Design That Affect Academic Achievement in Nuba Mountains Region Schools
| dc.contributor.author | Daniel, Ibrahim Kuku Angilow | |
| dc.date.accessioned | 2019-11-14T09:32:42Z | |
| dc.date.available | 2019-11-14T09:32:42Z | |
| dc.date.issued | 2018-09 | |
| dc.description | A Dissertation Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for the Award of Bachelor’s Degree of Education of Kampala International University. | en_US |
| dc.description.abstract | The study aimed at establishing the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools. Other purposes includes; establishing the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools, analyzing how historical, political, and societal factors in curriculum design affect academic achievement in Nuba Mountains region schools and establishing the relationship between the historical, political, and societal factors in curriculum design with the education system in Nuba Mountains region schools. Study question were answered like; what are the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools?, how do the historical, political, and societal factors in curriculum design affect academic achievement in Nuba Mountains region schools? and what is the relationship between the historical, political, and societal factors in curriculum design with the education system in Nuba Mountains region schools? The sample size will involve 108 respondents as portrayed by Morgan and Krejcie table which illustrates that if the target population is 1 50, sample size becomes 108. It was also established that there is too much reliance on foreign domination for instance language used is Arabic hence it becomes hard for teachers to teach in other foreign languages like English because students already have that rock of using Arabic in their teachings. Further majority (73.3%) argued that there is no education in Nuba Mountains region due to societal factors of not educating kids right from ancestors. In regard to political factors; majority (86.2%) argued for genocidal activities of the I3ashir government respectively and (81.7%) argued for too much conflicts as an issue affecting the curriculum. However when it came to maintenance of heavy military presence majority of the respondents disagreed with the view because deployment is not too much in Nuba Mountains as compared to other areas. On the societal factors that affect design majority (86.2%) respondents argued for ignorance in the area of Nuba, further 8 1.6% of the respondents argued for the resistance of the system by people and 61.4% were of the view that poverty in the society affects design of education in Nuba Mountains region. From the findings of the study, it can be concluded that there is a strong relationship between relationship between the historical, political and societal factors in curriculum design with the education system in Nuba Mountains region schools because of the views expressed that politically many people in Nuba Mountains are illiterates, there is too much reliance on foreign domination for instance language used is Arabic and that there is no education in Nuba Mountains region, there is maintenance of heavy military presence, too much conflicts are affecting the xi curriculum, genocidal activities of the Bashir government affects the design, perpetual violence from the pre-colonial kingdoms affects the education curriculum, resistance of the system by people, poverty in the society and ignorance in the area. Government should be supportive ofthe new polices which seem to be creating change towards development of the area. The government can do this by encouraging the local community to participate in the activities brought up by everyone especially when they are related to development and uplifting of the people’s standards of living. Also, the government can support stakeholders like NGOs involved in such activities through providing security and better infrastructure such as roads which will improve the movement of service providers. Lastly the government should set favorable policies, laws and regulatory frame works to disarm people who seem to be creating insecurity which is one of the challenges to policy implementation. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/3086 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, School of Education, Open and Distance and E-learning | en_US |
| dc.subject | Academic Achievement | en_US |
| dc.subject | Historical, Political, and Societal Factors | en_US |
| dc.subject | Nuba Mountains Region | en_US |
| dc.title | Historical, Political, and Societal Factors in Curriculum Design That Affect Academic Achievement in Nuba Mountains Region Schools | en_US |
| dc.type | Other | en_US |