KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Highlights of Key FINDINGS

from the Needs Assessment Research for Curriculum Reform in

Kenya

INTRODUCTION• The purpose of this study was to assess the needs of Kenyans on Curriculum Reform

in Kenya.• The specific objectives of the study were to:

1. Establish the general needs for curriculum reform

2. Determine desired competencies for all levels of learning

3. Determine the talent identification and nurturing strategies to be adopted at different

levels of the curriculum

4. Establish desired content/learning areas/pathways for a competency based

curriculum

5. Identify resources suitable for competency based curriculum

6. Determine desired pedagogical approaches for competency based curriculum

7. Establish formative and summative assessment modes for competency based

curriculum

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LITERATURE REVIEW

• The literature review covered the following:a. Definition of key concepts such as curriculum, Competency, talent,

pathways, etc.b. Situating the study within the field of Education and discipline of

curriculum studiesc. Review of relevant theories to Curriculum reformd. Review of relevant National and Educational policy documentse. Review of curricula in other contextsf. Review of relevant previous research

• Overall, the literature shows that there is need for a reform every five years to align the curriculum to Global and National developments

• The literature emphasises that such a reform must be based on an elaborate research that captures what the citizens of the target country desire – hence the Needs Assessment research

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METHODOLOGY• The study adopted a concurrent mixed methods

approach using both Quantitative and Qualitative surveys.

• Participants included learners, teachers, parents and leaders at all levels of Education, as well as other stakeholders from all over the country.

• Data was generated using questionnaires, interviews, Focused Group Discussions (FGDs), submitted memoranda and analysis of other relevant documents

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REGION ECDE PRY SEC ABE TTC TOTAL

Aberdares 132 92 31 5 4 190

Mombasa 83 49 8 5 2 106

Northern 193 146 37 13 2 281

Metropolitan

45 36 10 4 4 71

Garissa 14 12 5 4 1 26

Lake 159 140 36 6 4 248

Mau 335 208 45 13 5 436

Nzoia 120 77 20 5 2 161

Total 778 545 134 32 18 1504

SAMPLING (Institutions) - QUANTITATIVE

SAMPLING - QUALITATIVE REGION ECD

EPRY SEC ABE TTC FLD/OF INF/S IND KEY MEM TOTAL

Aberdares 132 92 31 5 4 10 06 07 20 52 359

Mombasa 83 49 8 5 2 09 05 07 19 12 199

Northern 193 146 37 13 2 11 04 04 21 28 459

Metropolitan

45 36 10 4 4 14 06 09 24 120 272

Garissa 14 12 5 4 1 06 05 03 08 06 64

Lake 159 140 36 6 4 09 05 04 21 45 429

Mau 335 208 45 13 5 12 05 06 18 50 697

Nzoia 120 77 20 5 2 12 04 06 19 36 301

Total 778 545 134 32 18 84 42 46 150 349 2780

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KEY FINDINGS15/04/16

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GENERAL NEEDS FOR CURRICULUM REFORM –TO ADDRESS CURRENT SOCIAL, ECONOMIC & PERSONAL NEEDS

• Kenyans stated that the curriculum ought to be reformed – foremost - to serve societal needs -93.62% followed by personal needs at 91.83%, economic needs at 91.25 and technological needs at 90.30%. Figure 1 on (next slide -8) presents a view of these responses.

• Qualitative data on the social, economic and personal needs are then presented on the next slide (9)

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Figure 1: Teachers’ responses on the categories of general needs for curriculum reform

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GENERAL NEEDS FOR CURRICULUM REFORM –TO ADDRESS CURRENT SOCIAL, ECONOMIC & PERSONAL NEEDS –

QUALITATIVE DATA

• Kenyans need the curriculum to be reformed to enhance peaceful social co-existence, contribute to economic development and to negate social vices such as corruption, tribalism and insecurity to bring unity and cohesiveness. ▫ Pupil: We have been taught how to relate with each other peacefully, even

from different tribes and religions , … we are not taught the effect of corruption. (P-FGD-OLE-SANP-NAR).

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GENERAL NEEDS FOR CURRICULUM REFORM ( Cont…)

• They urged that the curriculum should promote innovation, problem solving skills and self reliance for improving individual’s and national development ▫ Our obsession with the cognitive dimension of education, which has overly stressed

academic, theory and examinations, has meant that knowledge and its acquisition are promoted at the expense innovation, and problem solving skills which can promote national development (KCCB-RI).

• Computer technology is very important for I am told the person who invented the M-

pesa was just a student… this thing can be introduced into the education system so that we can find time to invent (SL-MBIT-S-HOM).

• The curricula at different levels should aim to enhance Accountability, Integrity, Responsibility, Peace, Commitment to work, Negotiation, Acceptance and environmental preservation. This can be achieved by involving learners in community service at all levels during holidays hence inculcating Nationhood in learners (OCO-IS).

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NEEDED REFORMS ON COMPETENCIES –ECDE, PRIMARY AND SNE – QUANTITATIVE DATA

• The questionnaires revealed various ratings on the competencies desired for the ECDE, Primary and SNE levels of Education, respectively. These are presented on Tables, 1,2 and 3 in the subsequent slides.

• Qualitative findings on desired competencies for these levels will then follow.

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Table 1: ECDE Teachers preferred competencies

Competencies Percentage ranking

Creativity 97.8Organizing

92.2

Interpersonal relationship

91.6

Planning

91.6

Coordination

91.0

Decision making 90.6

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Table 2. Shows a range of responses on Competencies classified under Creativity, by the primary Head teachers and teachers from Public and Private schools

Competencies

N=808 N=166

  Pri.Trs(%) Pri.H/Trs(%)Creativity 95.6 96.8

Innovation 90.6 93.6

Entrepreneurship

85 89.2

Analysis 91.2 88.6

Research 85.4 88

Problem Solving

95.00 95.6

% 90.5 91.1

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Table 3:Primary head teachers and teachers views on SNE Competencies

Competencies N=164 N=20 N=20

  Pry. SNE Trs(%)

SNE/ H Pri. (%)

SNE EARC (%)

Collaboration 93.8 93.8 100

Communication 90.80 97 96.6

Coordination 93 87.6 100

Planning 93.8 93.8 100

Organizing 92.8 91.4 96.6

Reflection 93.8 93.8 96.6

Decision Making

94.8 94.8 96.6

Mentoring 93.6 92.2 100

Networking 91.4 93.8 100

% 91.8 92.2 97.6

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NEEDED REFORMS ON COMPETENCIES –ECDE, PRIMARY AND SNE QUALITATIVE DATA

• ECDE: Personal hygiene, Numeracy, Social skills, Communication skills, Digital literacy skills, Life skills▫ Respondent: Children at ECDE level should acquire personal hygiene,

numeracy and literacy skills, social skills, communication skills, creativity and digital literacy. (DIC- OFF – LAI)

• PRIMARY: Practical skills, Technology, ValuesWe should also train people even in farming which is not hard to start, you can start business at a local center (PL- FGD- KIP-UG)…we need to try to educate our children to be skilled, able as well as possess some attributes which will enable them to survive in life (PA-FGD-MAR-BAR) Pupil: We should introduce computers in at least every school especially to young children as young as about 10yrs or even 8yrs (PL- FGD- KIP-UG).

• SNE: Appropriate adaptive skills, communication skills and Vocational skills that enhance employability

Those who cannot read and can be able to do things with their hands should be given vocational skills so that they can live independently. (PA - FGD-NGARI- LAI)

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NEEDED REFORMS ON COMPETENCIES – SECONDARY –

• Through questionnaires, Kenyan teachers and principals identified different competencies that were clustered into four 4Cs of the 21st century skills. These includes: communication, collaboration, critical thinking and creativity. The ratings of these skills are as shown in Table 4 on the next slide.

• As shown in the findings, more than 90% of the teachers and principals were in favour of the 21st C skill with an average of 93.5% and 94.2% respectively.

• These findings were echoed by the students, parents, key informant and other respondents who gave their views through the memoranda. Commenting on these skills, a respondent through memoranda said:▫ MEM: Soft skills; 21st century skills such as problem solving, critical thinking

and emotional intelligence, creativity and logical thinking; Computer and Digital literacy; Innovativeness, and Teacher professionalization programmes through mentorship (MEM-CEMASTEA-)

• More qualitative data corroborates the need for these skills as seen also in Slide 16.

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Table 4: Teachers and Principals Responses on Desired Competencies for Secondary level of Education Competencies  Teachers  responses’ 

(%)Principals responses’ (%)

Communication  95.0 96.2Creativity  95.4 95.6Collaboration  95.0 91.0Critical thinking  90.4 93.8Average  % 93.5 94.2

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SECONDARY: The qualitative data on Secondary school competencies also emphasises competencies in Critical thinking, Leadership skills; Problem solving skills; computer skills, Academic and Technical subjects, as captured in one excerpt below: 

By skills you should be able to be a good decision maker… and critical thinking, you should be creative and analyze situations in order to make the right choice where you’re faced with difficulties (SL-MOIG-S-UG)

NEEDED REFORMS ON COMPETENCIES –TERTIARY• Quantitative findings reveal that lecturers in these

institutions rated the need for management skills as a competence at 95.80%. In addition to this, mentoring and collaboration were highly rated by the lecturers and principals with both having ratings of 100%. These ratings are presented on Table 5 on Slide 18.

• Qualitative findings also corroborates these as the respondents also emphasised competencies in management among other skills like Research, presentation skills, Communication skills , music , Management ,community development. Teaching, Entrepreneurship, and Technology, as capture in the excerpt below.

Due to the technological world we are living in right now … let us start it at class 6, with packages, then computer studies when you go to secondary school. In colleges you do programming and packaging. All the levels should be provided with the adequate computers (CS–FGD–ISTP - NIST- NYA)

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Table 5a. Summarized Responses on Competencies from TTI Lecturers and Principals

Competencies N=67 N=20

  TTI Lecturers% TTI Principals%

Communication 92.40 89.20

Management 95.80 88.60

Leadership 94.90 83.00

Collaboration 90.00 100.00

Critical thinking 92.20 93.80

Reflection 79.40 94.80

Decision Making 95.60 93.80

Critical thinking 92.20 93.80

Reflection 79.40 94.80

Decision Making 95.60 93.80

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Competencies N=67 N=20

TTI Lecturers% TTI Principals%

Interpersonal   relationship

92.00 96.60

Coordination 93.80 84.00Planning 82.40 96.60Organizing 84.60 96.60Negotiation 88.00 90.00Coaching  94.80 92.00Mentoring 100.00 88.00Networking 96.60 95.60Critical thinking 92.20 93.80Reflection 79.40 94.80Decision Making 95.60 93.80AVERAGE  PERCENTAGE RATINGS 90.80 92.73

Table 5b. Summarized Responses on Competencies from TTI Lecturers and Principals (cont.)

TALENTS NURTURING AND DEVELOPMENT – ALL LEVELS

• Kenyans desire a curriculum that promotes identification and Nurturing of talents at all levels of education. Learners, parents and other stakeholders have strongly argued for talents as important companions and alternatives to academic excellence and also as a key source of employment and national development.

Parent  : we can nurture the talents of students who are not good at class work but they could perform very well in other fields, if we could change the syllabus such that it can accommodate these kinds of pupils, our society could be better off, such that if the student don’t continue with his studies he could have something to do for earning after class eight (PA-FGD-MFG-LAM).Informant: ways of identifying talents include through events such as music and drama. The Ministry of Education should create a department to search for talented children and other individuals (JWM-IS).

• Quantitative findings also reiterate the emphasis by Kenyans that talent nurturing and development ought to be given emphasis in the curriculum reform, as shown on the next slide – Slide 20.

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PRIMARY: The responses from teachers at primary level on the strategies to be used to nurture potential and talent in learners indicated that games and sports was the most preferred strategy at a percent rating of 95.4%, followed closely by curriculum enrichment at 94.7%. Clubs and societies were also highly rated at 91.2%. See by Table 6. below. This pattern is replicated in the data across all the other levels of Education.

STRATEGIES

H/T TEACHERS  AVERAGE 

Games and sports

96.094.9  95.4

 

Curriculum enrichment

93.496.0  94.7

 

Clubs and societies

91.6 90.9 91.2  

Cooperative learning,and academic conferences Competition among schools

 89.7  -

    

Ability grouping and mentorship Programmes

89.490.8  90.1

 

Special schools for G&T

89.294.3

 

 91.7

 

Special needs classes

88.2 90.2 89.2

 

 

Accelerated learning and advanced placement

78.281.4  79.8

 

Early admissions to school

67.8 74.9   71.3

 

       

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CONTENT/ LEARNING AREAS/PATHWAYS -ECDE, PRIMARY & SNE

• The questionnaires revealed various ratings on the competencies desired for the ECDE, Primary and SNE levels of Education, respectively. These are presented on Tables, 7,8 and 9 in the subsequent slides.

• Qualitative findings on desired competencies for these levels will then follow.

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Table 7: ECDE Teachers Responses on the Extent to which Activity Areas should be Emphasized in the School Curriculum (N=153)

Activity Areas Percentage ranking

Language 99.6Mathematical 98.2Life Skills Development

97.6

Creative arts 97.2

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The Table illustrates that ECDE teachers would prefer language, mathematical, life skills and creative arts learning areas to be fully embedded into the curriculum from the foundational level among other societal needs. The Qualitative findings give additional learning areas as the following: Personal hygiene, Numeracy, Social skills, Communication skills, Digital literacy skills, Creativity, Social, life skills & Environmental awareness. See the excerpt below:

Respondent: At ECD early literacy skills are important they also need listening skills, fine motor skills, social and emotional skills i.e. sharing, making friends singing etc. ( CEB – OYA – SIAYA)

PRIMARY: Table 8a: Head teachers’, Teachers’ and Curriculum Support Officers’ Responses on extent to which learning areas should be emphasized in the School CurriculumNO Learning Areas Headteache

rs

(N=176) (%)

Teachers

(N=842) (%)

Curriculum Support Officers

(N=33) %

Average %

1.   Art and Design 88.5 85.3 86.6 86.81.   Agriculture  91.2 90.8 95.8 92.61.   Technology 95.2 92.0 93.2 93.41.   Technical and 

Vocational87.4 85.4 88.8 87.2

1.   Physical Education

94.6 92.8 88.4 91.3

1.   Mathematics 97.8 96.8 93.2 96.21.   Languages 98.2 97.6 92.2 96

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1.   Sciences 97.4 96.0 97.0 96.8

1.   Humanities 94.6 94.2 88.4 92.4

1.   Climate change 99.8 89.8 92.2 93.9

1.   Environment 97.4 93.2 93.2 94.6

1.   Hygiene and sanitation

98.8 96.6 95.8 97.0

1.   Entrepreneurship 89.0 84.8 84.8 86.2

1.   Home Science 95.8 96.5 96.9 96.4

1.   Health and Nutrition

98.0 97.2 97.6 97.6

• The findings in the table show that according to head teachers, teachers and Curriculum Support Officers, areas related to Science and Health scored the highest mean percentage ratings. These include Health and Nutrition 97.6%, Hygiene and Sanitation 97% and Home Science 96.4%, Sciences 96.8%, Agriculture 92.6%.

PRIMARY: Table 8b: Head teachers’, Teachers’ and Curriculum Support Officers’ Responses on extent to which learning areas should be emphasized in the School Curriculum (cont.)

SNE: Table 10: Heads of SNE Institutions, Teachers and EARC Officers Mean Percentage Responses on the extent to which learning areas should be emphasized in the school curriculum

 

Learning areas

 Primary Schools (SNE) Head teachers                     (N=20)

 Teachers (N=164)

 EARC OfficersN=20

Art        91.8 88.4 89Design  85.2 82.2 94.0Agriculture  96.5 98.0  Speech training 97.2 88.8 97.0Orientation and mobility

97.2 90.6 99.0

Activities of daily living 100 93.0 100Vocational and technical subjects

98.0 100 96.0

Physical education 98.0 97.2 95.0Home science 100 88.6 94.4Languages  98.4 100 93.0

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Learning areas Primary Schools  H/T (SNE)

Teachers EARC Officers

Hygiene and sanitation

100 98.0 100.0

Environment  97.4 93.2 98.0

Entrepreneurship 95.0 94.2 90.0

Health and nutrition

100 100 95.0

Mathematics  100 97.2 91.0

Sciences 99.2 98.1 91.0

Climate change 94.6 89.8 90.0

Technology 91.1 91.4 95.0

Humanities 94.6 94.2 91.0

Languages  98.4 100 93.0

As illustrated on the Table 10a and Table 10b, Kenyans identified diverse learning areas for for SNE learners, notably including practical subjects and 21st Centurhy skills such as Entrepreneurship and Nutrition

SNE: Table 10b: Heads of SNE Institutions, Teachers and EARC Officers Mean Percentage Responses on the extent to which learning areas should be emphasized in the school curriculum

CONTENT/ LEARNING AREAS/PATHWAYS -PRIMARY & SNE - QUALITATIVE FINDINGS

• PRIMARY: Respondents emphasised practically oriented learning areas –Home science, Art& craft, Music, Drama, Agriculture, Foreign Languages- French, German, Chinese, Spanish. Pupils: ... The children who are gifted in some skills, let’s say art and craft, Drama or Music can pursue such line and is able to move on with life. So this mentality of saying “you have to get ‘A’ or ‘B’” in Maths or Science doesn’t add up. Not everyone will get that ‘A’. (P-FGD-UNOP –MAC)

• SNE: The respondents expressed the need for vocational institution for SNE learners who may not excel in academic subjects e.g. in areas such as beadwork, hairdressing, beauty therapy and agriculture.Parents: vocational skills should be given a lot of emphasis as means of nurturing talents and empowering learners who may not be gifted academically (PA ST.ANT P BUN) 

PA: Those who cannot read and can be able to do things with their hands should be given vocational skills so that they can live independently. (PA -FGD-NGARI- LAI)

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CONTENT/ LEARNING AREAS / PATHWAYS – SECONDARY - QUANTITATVIVE

• The teachers and principals were asked to indicate the extent to which different learning areas should be emphasized in the secondary school curriculum. Their responses are presented in Table 11 on the next slide.

• The findings demonstrate that high ratings were realised on all the enlisted learning areas that the respondents reacted to. Languages and climate change had the highest scores of more than 98% among the two categories of respondents while the least was Art and Design as indicated by 80.9% of teachers and 82.5% of principals. Entrepreneurship and climate change were relatively new areas that were suggested for the new curriculum.

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SECONDARY: Table 11: Teachers and Principals of Secondary Schools responses on extent to which learning areas should be emphasized in the school.Learning Areas

%  Principal ((N=109)

%  Teachers ((N=543)

Art&  Design  80.9 82.5Agriculture 93.0 91.0Technology 93.6 95.0Vocational and technical subjects 86.4 87.4P.E. 89.8 89.2Humanities  90.0 89.4Climate Change 98.0 99.0Environment 96.0 92.2Hygiene and sanitation 97.0 95.6Entrepreneurship 94.4 92.2Business Studies 89.6 91.8Mathematics 94.4 93.8Languages 98.0 96.8Sciences 95.8 89.6Home management 93.6 86.6Health and nutrition 95.4 93.4

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CONTENT/ LEARNING AREAS / PATHWAYS – SECONDARY & TERTIARY

SECONDARY: Kenyans have advocated for practical subjects such as home science, Art &craft , Agriculture and woodwork to be re introduced and also in other subjects, knowledge that can be of practical use. They also emphasised the need for learners should start specializing early. There was widespread and special emphasis to separate English Language from Literature in English.

I think the practical subjects like in the previous curriculum should be brought … not all who are in high schools will make it to universities so you see if there these practical subjects …if I know to do tailoring, metal work so even if I won’t make it to go to University, at least I can keep myself busy with something not necessarily the white collar jobs …(KI STU KAU)

Student: So many subjects are compulsory in high school, … we need a chance to start to choose what we are good and interested in earlier (S-FGD-KAW-S-MAK).

TERTIARY: Teachers Colleges students wanted more time spent on teaching methodology instead of theory, time for teaching practice to be increased and enough time for preparation and making of teaching resources

Student: Teacher training course should emphasize more on teaching methodology instead of theory. Time for teaching practice should be increased and enough time allowed for preparation and making teaching resources. (CS - FGD - TTCPMAC - MAC)

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PEDAGOGY – ALL LEVELS• Kenyans emphasised the need for use of participatory pedagogical

approaches, experiments and field trips in order to make learning more real. They also suggested approaches that promote collaborative learning at all levels. The following excerpts from the qualitative data and the Tables 12 and 13 from Primary and Secondary Quantitative data illustrate the needs of Kenyans.

…. I would want a child to be able to enjoy to go school; play as an element of learning, discovery, exploration;…..so lets teach our children the values that help us dignity, respect, kindness, honesty; (KI- BA-)

▫ Informant: Learner centred approaches should be adopted with practical skills 70% and theory 30%. Inclusion of ICTs in learning across the board is crucial. (JWM-IS)

• Parent: The 8:4:4 turned to be even more theoretical, its products are half baked, for life they can only cram for exams, they cannot even cook, feed a cow or sew up a patch on a cloth, we do everyhthing for them (PA-FGD-NYANDA-S-NYA)

▫ Student: okey….basically we need to opportunities and facilities to search for knowledge ourselves guided by tutors .. Searching internet, and exposure to workplaces early so we know what happens there (CSL TTCPMAC MAC).

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PRIMARY: Table 12 Primary school head teachers and teachers Responses on Practical Methods of teaching.

Approach H/T

N=176

Teachers

N=837

CSO

N=36

Av.%

Demonstrations

95.00 96.00 94.0095.00

Experiments 96.67 93.33 89.0093

Projects 85.00 79.67 80.7081.78

Field Excursions

82.67 75.00 76.60 78.09

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SECONDARY: The Secondary school teachers and principals, sampled randomly from the entire country, preferred to a great extent 21st century pedagogical approaches as indicated in Table 13 below. From the analysed data, discussions, experiments brainstorming and demonstrations were rated highly. The findings show that over 90% of the teachers and principals preferred activity-based and experiential learning strategies namely discussions (96.30%, 94.00%), experiments (94.0%, 89.67%), demonstrations (92.30%, 93.00%) and brainstorming (91.30%, 94.00%).

Approaches  %  Teachers (N=534) % Principals (N=109)

Brainstorming 91.30 94.00

Discussions 96.30 94.00

Projects 82.00                                  74.00

Experiments 94.00 89.67

Demonstrations 92.30 93.00

Field excursions 81.70 75.00

Debate 87.50 79.67Dramatization 82.70 76.00Reciting 72.70 75.33

Songs                        75.30           

                                                           69.67 

                         Riddles 72.70 70.67

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Approaches  %    Teachers (N=534)

%  Principals (N=109)

Dances 71.70 67.33Experiential learning

87.70 83.33

Drills 67.30 66.33

Storytelling 74.70 78.00

Nature walk 74.30 67.00

Role playSimulations

81.0084.70

78.6779.00

SECONDARY: (cont..)

RESOURCES – ALL LEVELS• Parents, learners and other stakeholders emphasised the need for

provision of basics – classrooms, course books, toilets, teaching aids and playing, games, music and drama materials that enable learners to play. They also emphasised equal distribution of resources that would facilitate a more practical approach to learning, especially for SNE learners.▫ Pupils: Look – we don’t even have classes with floors, not enough books, five share them, we have to manufacture plastic

balls and make drums for music and drama, not even toilets, boys and girls share and some go to the bush. And we don’t know about lap tops … hata sitima hakuna… we are even sent home sometimes for brooms – yes we do exams with Nairobi and City pupils (P- FGD-GZEP -KIL)

• Parent…Textbooks, classrooms, libraries, laboratories, and workshops, even eating places and electricity are surely very minimum basics that every school must have … even toilets … (PA-FGD-MAT-S-KAK)

• KI: … the government should consider the marginalized areas … we have great schools in Nairobi and other urban areas but when we go in the marginalized areas we find that they don’t have labs… there are students who do KCSE yet they have never seen a Bunsen burner and chemicals (KI- STU-KAU).

• PA:  Like those who know tailoring, they should be helped with a tailoring machine, those who know things like making furniture, they should be provided with machines for doing carpentry, those who can rear animals, they should be assisted in getting animals to rear such as a cow, goat or chickens so that they can support themselves. (PA - FGD-LI- LAI)

• The quantitative data, however, revealed that most of these resources are currently unavailable in the schools as demonstrated on Table 14. below

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Table 14: Availability of learning resources in Secondary schools in Kenya. The higher percentages show the facilities that were observed and rated highly as not available e.g. art rooms (92%), music rooms (90.8), technical subjects (86.5%), home science (84.8%) and science laboratory (63%) while the lower percentages show the facilities that were available. unavailable such as classrooms (6.9%), Textbooks (7.3%).

Teaching and learning resource   Not Available (%) Art room  92.1Music room  90.8Technical subject  86.5Home science lab  84.8Biology, chemistry and physics  63Library  46.2Models  48.2Photographs/ photos 44.6Charts  22.1Sports equipments 21.8Agriculture farm  16.8Syllabus  8.9Text books  7.3Classrooms  6.9

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ASSESSMENT – OVERALL – QUANTITATIVE DATA

Mode of Assessment N=176 N=837 N=36 AV.%Formative assessment

H/T Teachers CSO

Continuous Assessment

97 % 95 % 98 % 96.7 %

Project 85.2 % 79 % 91 % 85.06 %

End of term examination

90.4 % 92 % 75 % 85.8 %

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Table 15: Distribution of responses from Primary: Head Teachers’, Teachers and CSO on Assessment modes. The survey sought to establish responses input with regard to different modes of assessment which were clustered into two; Formative and Summative assessment.

The findings above from Primary teachers and headteachers were consistent with the data from

secondary schools where teachers’ and principals’ responses showed that continuous

assessment is the preferred mode of assessment and was rated highest at (93.8%); end of term

examination (91.6%); end of year examination and project work (81.8%). The next slide shows

the Qualitative findings on assessment that generally support what came from the Quantitative

data

ASSESSMENT – OVERALL – QUALITATIVE DATA• The public proposed a shift in assessment modalities from purely academic

to other domains of education Respondent: Assessment should be formative and based on not only written but practicals and

whether the child can display these. To develop creativity, there should be assessment on projects for example how to recycle things; drawings, collage etc. Award honesty so as to discourage cheating and shortcuts [TKS –IS]

▫ Kenyans need a curriculum that is NOT examinations oriented & is highly academic

Respondent: My child get 400, go to Alliance school, what about this one who is getting 199 and does not go

anywhere? Does it mean the exam has revealed nothing that he can do somewhere? That is one gap that we

really need to address so that at the end of the day all children will move on to do something useful for

themselves and the country: There are those ones who will not go to high school but they will definitely get

something else to do -( KI HET NAI).

• Adapted assessment for SNE learners: Kenyans suggested that assessment should be adapted to suit the needs of the learner with special needs. There is also need to develop different ways of assessing those who are gifted and talented.▫ PA: To prepare special examinations for special students since even these children are special since

they cannot do normal work. Mainly concerning daily living. (PA-FGD-OLK-SNE-NYAH)

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CONTEMPORARY/EMERGING ISSUES - QUANTITATIVE

• Teachers and head teachers were asked to what extent provided emerging issues should be included in the curriculum.

• On average 93.4% of primary teachers affirmed the need to have contemporary/emerging issues addressed by the curriculum.

• The respondents rated child right the highest at 97.6%, followed by life skills which

includes guidance and drug abuse at 95.7%, integrity at 95.8%, security and safety at 94.3% , and hygiene at 94.2%, and the lowest was financial literacy at 87.4%. HIV/Aids, Environmental issues, Technology, gender issues were among the other contemporary issues that were rated by the participants.

• Overall, there was consistency between the primary school teachers and head teachers and their secondary school counterparts. There was a similar consistency with the findings from college tutors and the principals.

• For example, Table 16 on the next slide shows Primary school teachers and head teachers responses on contemporary issues. The subsequent slide gives qualitative data on the needed emerging issues.

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PRIMARY:Table: 16: Primary Teachers’ and Head Teachers responses on extent to which various Contemporary/Emerging issues should be addressed in the primary school curriculum.

Contemporary issues Primary teacher

Primary Head teacher

Percentage rating(N=842)

Percentage rating(N=176)

Integrity 95.8 97.6Technology 92 95.2

Security and safety 94.3 96.2Disabilities 92.0 92.0

Health hygiene 94.2 96.1Gender issues 93.4 95.8Financial literacy 87.4 91.0Child rights 97.6 94.6Environment 92.1 91.2Drug and substance abuse Average

95.7

93.45

97.9

94.76

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CONTEMPORARY/EMERGING ISSUES - QUALITATIVE

• Kenyans proposed the need to have the curriculum include appropriate content, pedagogy and resources at all levels to help address the following, among others: Safety and Security, Management of ICT: Unemployment/Poverty Eradication, Patriotism, Tribalism, corruption; Environmental conservation, Alcohol and drug abuse, Sexuality, Early marriages, teenage pregnancies, HIV/Aids; Gender Equity/ issues, Cultic religious practices, radicalization, harmful cultural practices, Creating awareness about disability.▫ Parent: …. the curriculum is not emphasizing on patriotism, and that is why there is radicalization, the youth and most of

us do not love our country. We don’t feel we belong here. (PA-FGD-MUTG-S-KIT)

▫ Pupil: There is lack of security. Most of the teachers go. Like those who are non locals have gone away. The children are left alone. So I think many teachers should be increased in schools also the facilities. (PL-FGD-ALFP-GAR)

▫ PA: Learners should be taught about terrorism and more about disaster management, to have safety and security ( PA-FGD-NGARI- LAI)

▫ Parent: ….. nowadays even when you go to matatus instead of talking to him or madam everybody just talking to the phone … I don’t know where we will be as far as much we want ICT we are also destroying the society and our children(PA-FGD-RUKP-HB)

▫ Pupil: Am a girl and through with my primary level education and I have passed and then my parents they don’t want me to go to the next level …I don’t want to get married and they force me to get married. The government can change that. Young girls. (PL-MIRP-HB]

▫ Respondent: Climate change is at the fore of most international discussions nowadays, … Students should be enlightened on this, and on measures …, e.g. they can be trained on how they can make it a habit to plant a number of trees each year. If everyone did so, the impact would be very positive. (BUS.MAN-INF-NAI)

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CURRICULUM STRUCTURE - OVERALL•Kenyans proposed a curriculum structure that considers the ages and developmental stages of the learners at all levels, that allows

transition of all pupils from Primary to Secondary, and that

offers several pathways to learners after Secondary School

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CURRICULUM STRUCTURE –SUGGESTION 1(ASM-1S).

▫ Primary School: Grade 1-4: Should handle general education, Grade 5-6 should handle academic subjects i.e. languages, sciences and arts;

▫ Middle School: Grade 7-9: ▫ Should start to offer various pathways but within the pupils current institutions to allow for 100%

transition from Primary School.▫ Secondary School: Grade 10 -12: ▫ Should develop a number of subjects relevant to some generalised learning areas/pathways stated at the

Middle school, to enable learners concretise their interests/strengths. By the end of this level, learners should have acquired competencies/specialized skills that enable them to be self-reliant, join the job market at lower levels and/or to pursue Higher Education. Education up to this level should be compulsory and free/subsidised.

▫ High School: Grade 12-13:▫ Could then offer more specialized/targeted competencies, that prepare learners either for Vocational,

College, or University Education. Again by the end of this level, learners should have acquired competencies/specialized skills that enable them to be self-reliant, join the job market and/or to pursue Diploma or University Education.

▫ College Education/Technical/Vocational Training: ( 2 years): ▫ Competency based training to be offered (at diploma level) for those who want to pursue

technical/vocational training.▫ University Education (3 years): ▫ The structure ought to offer various pathways to University Education – from high school, from

College/Technical/vocational training joining at Year 2. University Education to offer academic and professional programmes

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CURRICULUM STRUCTURE – SUGGESTION 2 (RW-IS).15/04/16

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WHAT DO KENYANS NEED?

•Kenyans need a curriculum that promotes practical age-appropriate knowledge, self-reliance, integrity,

patriotism and transition in a friendly, inclusive and affordable

environment

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CONCLUSION

• The needs assessment shows that all cadres of Kenyans desire a major reform of the current school curriculum in terms

of the desired competencies, content learning areas, talent identification and

nurturing strategies, pedagogical approaches, resources and assessment

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