Analysis of the Primary School HE content in relation to promoting HLs

The second objective of the study was to analyse the Primary School HE content in relation to promoting good health habits to prevent NCLDS. The researcher conducted in-depth analysis of the Kenya Primary School Curriculum to discover whether it contained content that could enable pupils to learn and practice HLs that could enable them to prevent NCLSDs. The various findings are presented in various subheadings guided by the research objective.

The Kenya Primary Schools Education Curriculum is operationalized and implemented using various documents that are used by teachers and pupils in an interactive learning process to socialize each other. The researcher explored the content in each of the socialization documents used by socializers and socializees. The researcher analyzed various official documents that are used in the teaching and learning process of the pupils to find out whether they have content that deals with NCLSDs. The documents analysed were school syllabuses, textbooks used in various subjects and in particular those of science and PE, which are the carrier subjects of HE. The findings revealed that science textbooks used by pupils and teachers did not have any content in NCLSDs (Karaka, Nyangasi and Mwangi, 2008:80; KLB, 2010:12; Orina and Wamwea, 2012:40). The study also noted that all the primary science textbooks were written using the KIE 2002 primary syllabus though they had no content in NCLSDs. The researcher also analysed the content in textbooks that are meant to be used by pupils and teachers in PE though observations revealed that PE was not taught. The findings show that textbooks were written according to the new primary syllabus (JKF, 2002:36; Kiganjo, Mwathi and Kamenyi, 2004:124) but did not mention any NCLSDs or relate physical exercises to prevention of NCLSDs. It was interesting to note that in one school there were only two copies of PE textbooks, two of the schools sampled had only a single copy of a PE guide for teachers’ only, and there were no PE textbooks for pupils. This may indicate that PE teaching was not given much attention.

The researcher went on to explore other teaching documents prepared and used by teachers and pupils in the process of teaching and learning contained content regarding NCLSDs. These documents included teachers’ professional documents (schemes of work, lesson plans, records of work and learning resources), pupils exercise books, examination papers (school based examinations and KCPE). This was important to enable the study to establish whether the documents used in the process of teaching pupils had any information that could enable them to acquire preventive knowledge and skills that could empower them for healthy living to curb NCLSDs.

The researcher commenced the analysis by exploration of the national goals and objectives in KPSC. The aims and goals are contained in the syllabus. Every subject in the KPSC has a syllabus. The rationale of analysing the content of each goal was to establish what they said about HE and in particular, what they said about NCLSDs. A curriculum includes all indoor and outdoor subjects, activities and programmes of instruction and socialization of socializees in any educational institution.

The Kenyan Primary School Curriculum (KPSC) is documented in two volumes, which are volumes One and Two which both contain all the subjects that are taught at the entire Primary School level. The subjects contained in Volume One are “English, Kiswahili, mother tongue, physical education and creative arts” (KIE, 2002a); While Volume Two contains “mathematics, science, social studies, Christian religious education, Hindu religious education and Islamic religious education” (KIE, 2002b). The KPSC is put in two volumes for convenience during use since being in one document could have made it voluminous and weighty. The total number of subjects in the two volumes of KPSC is ten. The content analysis also revealed that Lifeskills education is not included in the two volumes of the syllabus. This perhaps confirms that the subject is not regarded as of equal significance to others included in codified syllabus. This may imply teachers may treat it as a lesser subject and may not give it much attention in terms of planning for its teaching.

The KPSC has explicit goals of education in Kenya. It is notable that stakeholders state the goals in non-ambiguous style in an effort to enhance interpretation and implementation. The documents state that education in Kenya should “promote positive attitudes towards good health and environment protection (KIE, 2002a & b: iv-v). This excerpt shows that Primary Education aims at enabling pupils to acquire holistic development of individual persons including physical wellbeing, which consist of good body health and clean environment for healthy living conditions. However, good health should capture issues related to NCLSDS as it does for communicable diseases to enable pupils enjoy health benefits of their education. The KPSC also provides the objectives of Primary Education in Kenya, which has issues related to HE by stating that education should enable pupils to “develop into a self-disciplined, physically fit and healthy person” (KIE, 2002a & b: vi). It is notable then that, “being physically fit and a healthy person” requires one to apply preventive knowledge to prevent NCLSDs, which have caused untold suffering to self, and society.

The preceding excerpts indicate that education in Kenyan schools is aimed at socializing students to enable them grow and develop in all aspects to become self-disciplined, physically fit and healthy people in society. This is noble to enable pupils to be disciplined in their eating habits and physical exercises to enable them to lead a healthy and productive life in society devoid of NCLSDs.

In an effort to find whether content on HE is contained in Primary School Education, the researcher commenced by carrying out a diligent search of HE content in all subjects contained in Kenya Primary Education Syllabus. The researcher went through the KPSC and identified that HE education is covered in two subjects only, that is science and physical education. It is quite interesting to note that even

the newly introduced Lifeskills Education (LSE), which is mainly aimed at equipping learners with skills for self-reliance and independent living, does not even mention NCLSDs. Perhaps, one would wonder why a vital area of knowledge such as HE which is quintessential in all aspects of human existence is barely captured in a few topics and with minimal emphasis in a serious educational syllabus as it curtails knowledge to pupils and by and large society. Perhaps, bearing the implications of good health to existence of self and society content in all subjects can include various aspects of health knowledge to enable learners acquire knowledge-what (causes), knowledge-how (prevention) and knowledge-why (implications) to appreciate effects to their health and that of society. It will enable pupils appreciate the prevalence, distribution and magnitude of the problem. Inclusion of content in other subjects will enable pupils acquire expressive language which is critical in creating more awareness to prevent diseases.

The researcher-analysed content in various textbooks used different subjects that contained HE to find out if they had any content dealing with NCLSDs. The researcher explored and analysed the entire KPSC and found that only a few subjects had content in HE. The subjects were science, PE and social studies.

The content analysis in science subject commenced with the general objectives of teaching science in Primary Education in the country. It is notable that the objectives are stated in clear and explicit terms. The general objectives of teaching the subjects have captured issues related to HE and PE by stating that the learner should be able to “improve the body physical fitness and maintain good health…” (KIE, 2002a: 38-39). The preceding excerpt indicates that general objectives of teaching science and PE include issues related to HE such as to improve body physical fitness and maintain good health by utilizing opportunities in school, home and community. The researcher analyzed the content of Science syllabus in each class topic by topic to establish the number of topics that contained HE content. The findings are presented in the Table 4.2.

Table 4.2. Number topics that contained HE content in Science Syllabus in KPSC Class Number of topics in the syllabus Topics with HE Percent age HE Content

One 10 3 30 [cleaning the body]; Foods eaten in the community

Two 10 3 30

Human body [senses/sense organs; HE - hygiene [personal, class and compound cleanliness]; Foods [ handling foods hygienically-cleaning hands, foods and utensils]

Three 10 3 30

Human body [senses of sight and gestures]; HE - [good health, cleaning latrines toilets and urinals]; Foods [behaviour when having meals]

Four 11 3 27

Human body [teeth];HE [teeth, meaning and cause of HIV/AIDS; Foods and nutrition [Food groups and balanced diet]

Five 10 3 30 Human body [breathing and digestive system]; HE – [proper use and storage of medicine, safety when handling chemical, transmission of HIV, stages of HIV infection]; Foods [nutrients in food and nutritional deficiency diseases]

Six 10 3 30 Human body [Reproductive system and physical changes during adolescence]; HE - [common communicable disease, HIV testing]; Food and nutrition [food preservation- traditional and modern methods of preserving food]

Seven 10 2 20

Human body [circulatory system, blood components, blood types, heart structure]; HE - [Drug abuse]

[Myths and misconception on HIV and AIDS; Care and support of those infected by HIV]

Eight 9 3 33

Human body[Reproduction in human beings; excretory system]; HE - [Sexually transmitted infections; control of HIV and AIDS]; Foods and nutrition [Nutritional requirements for special groups, food poisoning]

(KIE, 2002a: 40-71)

The findings in the Table 4.2 indicate that the entire Kenya primary school syllabus has topics that have HE content in varying amounts perhaps depending on the classes or level of learning. Further, the findings show that class 8 has the highest content of HE with only 33% (3/9 topics), followed by classes two, three, five and six which have only 30% (3/10 topics) each; while Standard Seven had the lowest with only 20% (2/10 topics) respectively.

It is also notable from the findings in the Table 4.2 column 3 dubbed ‘HE content’ what was actually regarded as HE was just only 1 topic in every class while the other 2 were actually regarded as science though they had content related to HE. This in effect reduces HE to a bare minimum. This may mean that HE is reduced further since what is taught may not be related to daily practices that relate to health of

pupils in school and community, but just taught as scientific facts for examinations. This may have implications in teaching because very little may be covered as per the few topics, hence may not have much influence to change of lifestyle among pupils. Further, if teaching is examination oriented and there are few questions going by the limited content in HE, it may imply that learning may be more theoretical than practical. The apparent disconnect in knowledge presentation for ‘examination purposes’ and not ‘for daily health practices’ makes pupils to continue with old habits, practices and behaviours which are susceptible to UHLs. This may be due to absence of content on NCLSDs in the syllabus.

In addition, the findings show that there are slight variations of HE content in various classes in primary education. One then may wonder why some classes have topics, which were quite short while in other classes the topics have more details. In the light of new knowledge in various topics, perhaps there is need to review and rationalize the content to equip pupils with new skills and knowledge to meet health challenges in the current society.

The researcher went further to analyze the contents of each of the HE topics in science syllabus of each class to find out whether they contain knowledge on NCLSDs. The findings indicated that there is no content in HE that addresses NCLSDs. This evidently shows that pupils may not be equipped with vital preventive knowledge and skills that could promote HL to empower them to prevent NCLSDs, which are a critical issue in contemporary society. The findings prove the content in HE has no contributions that can enable pupils to acquire knowledge and skills to prevent NCLSDs.

The researcher analyzed the content in KPSC objectives to find out whether they include objectives that capture the role of the PE in primary school education. It was notable that one of the objectives of primary education includes this critical area of knowledge by assertively stating that Primary Education should “develop into a self- disciplined, physically fit and healthy person” (KIE, 2002a:168).

The researcher went further to analyze the content in Kenya primary school PE Syllabus to find out whether it contains information dealing with NCLSDs that can be used to enable pupils relate PE knowledge with prevention of NCLSDs. The researcher observed that “the entire PE content in Kenya primary school syllabus has clear goals such as to promote positive attitudes towards good health and environment” that is, education should inculcate in the youth the value for good health in order to avoid indulging in activities that will lead to physical and/or mental ill-health (KIE, 2002a:167-169).

The researcher analyzed the textbooks that are used to teach PE by teachers. The PE handbooks for teachers have clear objectives for teaching PE in primary schools as contained in PE syllabuses. It is notable that textbooks do not have any information relating PE to NCLSDs. one, then wonders, why this anomaly? Could it be due to the silent nature of NCLSDs? or, perhaps planners do not foresee any harm that can result from modernity and change in lifestyle, new eating patterns since HE as in the current syllabus hardly focus on relating diet and physical activity? Overall, availing complete information with clear explanations and examples could enable pupils who may be naive to relate theoretical knowledge to their health and perhaps be intrinsic motivated to participate in PE. Complete and accurate linking information has potency to motivate and energize pupils to synergistically participate in physical activities routinely and passionately owing to perceived benefits to their health. This may form a strong foundation for physically active lifestyle that is self-sustaining to curb increasing incidences of sedentarization in our society.

The researcher analyzed pupils PE textbooks and noted they have a variety of physical activities with clear instructions on how they ought to be performed but do not have any information to explain any health benefits of regular physical exercises to growth and development of a learner. Similarly, missing out is that the PE content does not relate physical activities to NCLSDs that threaten the learners’ life. This implies that pupils have no background information and knowledge that could enable them to learn about health benefits of PE and body exercises and how they relate to their growth and development.

Critical also, the PE syllabus and textbooks do not mention or relate PE knowledge to any lifestyle that can enable or even motivate the teacher to teach learners how to prevent NCLSDs. moreover, there is no mention of health benefits and implications to one’s life and how they may enable one to enjoy the benefits of hard-earned academic knowledge in future life. Perhaps, with vital notes on immediate and lifelong benefits of physical exercises there could be attitudinal change. In absence of this, one may safely conclude that without relating the benefits of PE to any known health problem emanating from NCLSDs; pupils and teachers may not take PE seriously like other examinable subjects. This leaves pupils vulnerable and susceptible to NCLSDs since they have no preventive education.

All the preceding findings confirmed that there was no theoretical content in PE that addresses NCLSDs. Theoretical knowledge informs, relates and provides the teacher with convincing and objective reasons why it is important to teach pupils the skills and knowledge. Further, it enables teachers and pupils to see direct benefits of PE to their health and largely that of society. Vital linking information showing benefits of PE to prevent NCLSDs could give teachers and pupils the impetus to

adapt active lifestyles that incorporates physical activities as part of their daily lives. Lack of this evidently shows that teachers and by extension, pupils may not be acquiring vital preventive knowledge and education that could empower them to prevent NCLSDs, which are a threat to their life and a burden to society.

The KPSC theoretically recognizes the enormity of PE in enabling her pupils to lead a HL but does not relate that knowledge to NCLSDs. The apparent disconnect may create a gap of knowledge that perhaps predisposes pupils and teachers to NCLSDs which may curtail the enjoyment and benefits of their hard-earned knowledge once they become victims of such diseases. It has also the ripple effect in government and greater society since diseases increase medical bills and reduce productivity in formal employment.

Further, another crucial issue in primary school PE syllabus is that it does not contain specific theory content that has valuable and informative knowledge that pupils can take as notes to promote and enable their awareness of the health benefits of each of the physical activities contained in the syllabus and reference books. Thus, this is critical so that in the contemporary knowledge-based society, pupils can take initiative to acquire and practice as good health practices for health based on specific practical physical exercises and body movements. Perhaps if knowledge of the health benefits is put in PE text books and then the text are available to pupils, they can make pupils on their own volition to take the initiative to regularly engage in some physical exercises and activities in appropriate dosages, intensity, frequency and amounts occasionally in spite of the pressure to excel in academics. This suggests that there is need to include theoretical knowledge in the syllabuses to compliment the practical skills and, in particular those relating to NCLSDs for the pupils to go hand in hand with the knowledge to enhance their capacity to acquire action-competence. It is notable that essential knowledge repackaged in textbooks with clear illustrations explaining the dosage of physical activities and time required for each accompanied with health benefits viz-a-viz probable NCLSDs can be very informative. The knowledge gained can empower and socialize socializees to take action to pre- empt NCLSDs.

Physical inactivity has compounding effects over time. It affects the intellectual, financial, physical, metabolic, social and emotional well being of the individual. It leads to lower physical fitness, which is associated with lower test scores. Further, children associated with physical inactivity are likely to be inactive in adulthood (WHO, 2013:120). According to the report, physically inactive children are