CURRICULUM REFORMS FRAMEWORK

REPUBLIC OF KENYA

DR REUBEN NTHAMBURI

DEPUTY DIRECTOR BASIC EDUCATION KICD

0723 269703

rnthamburi@kicd.ac.ke

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

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Form

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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