CURRICULUM REFORMS FRAMEWORK
REPUBLIC OF KENYA
DR REUBEN NTHAMBURI
DEPUTY DIRECTOR BASIC EDUCATION KICD
0723 269703
CRITICAL CURRICULUM REFORMS
MILESTONES
1. CONCEPTUALISATION
• Curriculum Reform Policy
• Needs Assessment Study
• Stakeholder Engagement
2. ORGANIZATION OF BASIC EDUCATION
• Curriculum Framework
• Learning Outcomes and Learning Areas
• Stakeholder Engagement
PARALLEL INITIATIVES
• Set up of National Curriculum Reforms Steering Committee– Sub Committees
• Programs• Resource Mobilization• Capacity Development
• Cabinet Subcommittee • Parliamentary Consultations• Stakeholder Consultations
Rationale for Curriculum Reforms
• UNESCO (IBE) Curriculum reform requirements
• Sustainable Development Goals (No 4) • Constitution of Kenya 2010 • Kenya Vision 2030
• KICD Needs Assessment Survey 2016• 21st Learning(Skills and Approaches) Constitution of Kenya
2010
• Sessional No 2 of 2015
• EAC treaty (Curriculum Harmonization)
• Global trends
• Summative evaluation findings 2009
• Basic Education Act 2013
• KICD Act 2013
VISION
• An engaged, empowered, and ethical citizencontributing to make a socially, economically, politically stable society
• Need for balance between human capital and social capital requirements on education
Mission
• Nurturing every learner’s potential for individual and national development through a Competency based curriculum
Transition and Retention
0%
20%
40%
60%
80%
100%
120%
140%
Std
1
Std
2
Std
3
Std
4
Std
5
Std
6
Std
7
Std
8
Form
1
Form
2
Form
3
Form
4
Access by grade, both sexes: 2009, 2013, Source: Economic Survey 2014
2009 2013
Contd
• Mission: ‘Nurturing every learner’s Potential’
• The mission is supported by 3 pillars
Pillars of BECF1.Values
• Drawn from the Constitution and other desired values
• KICD conceptualising a pilot and national roll out of a value-based education model and programme
• Focus on formal, non-formal and informallearning dimensions
Pillars of BECF
2. Theoretical Approaches
a. The Instructional Design Theory
b. Vygotsky’s Social-Cultural Theory
c. Gardner’s Multiple Intelligences Theory
d. Piaget’s Theory of Cognitive Development
Pillars of BECF
3. Principles of the BECF
a. Opportunity
b. Excellence
c. Diversity
d. Inclusion
e. Parental Empowerment and Engagement
f. Community Service Learning
g. Differentiated Curriculum and Learning
Core Competencies for Basic Education
• Sessional Paper No 2 of 2015; EAC Curriculum Harmonization Framework; Needs Assessment and international best practices point to the need to adopt a competency-based curriculum approach
• A Competency will be conceptualised as ‘the ability to apply appropriate knowledge and skills to successfully perform a function.
Core Competencies for Basic Education
1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Imagination and Creativity
4. Citizenship
5. Digital Literacy
6. Learning to Learn
7. Self Efficacy
Paradigm Shifts necessary to achieve Reforms Mission
FROM (less) TO (more)
Content Focus Focus on Competencies
Rigid and Prescriptivecurriculum with limited flexibility
Flexible with Opportunities for specialisation
Primarily focused on summative assessment and competition
Balance formative and summative assessment, and excellence
Emphasis on Schooling Emphasis on Education
Teaching Learning
Special Needs Education
Learners with physical handicap, visual impairment and hearing impairment will follow the regular curriculum with modifications
(adaptations)
Pertinent and Contemporary Issues Broad areas Pertinent and Contemporary issues
1. Citizenship Peace Education, Integrity , ethnic and racial
relations, social cohesion, patriotism and good
governance, child’s rights, child care and
protection, Gender issues in education.
2. Health Education HIV and AIDS Education , Alcohol and drug
abuse prevention, Life style diseases, personal
hygiene, Common Communicable and chronic
diseases
Broad areas Pertinent and Contemporary
issues
3.Life Skills and Values
Education
Life Skills, Values, Moral
Education and Human sexuality,
family life
4. Education for
Sustainable Development
(ESD)
Environmental Education, Disaster
Risk Reduction, Safety and security
Education (small arms, human
trafficking, Financial Literacy,
Poverty eradication, Countering
terrorism, extreme violence and
radicalization.
Broad areas Pertinent and Contemporary
issues
5. Non-formal programmes Guidance services, Career
guidance, counselling services,
Peer education, mentorship,
Learning to Live together, clubs
and societies, Sports and games.
6. Community Service
learning and parental
engagement
Community Service learning
and community involvement
and parental empowerment and
engagement