Kenyans root for curriculum focused on imparting skills in learners

Deputy President William Ruto greets Hemrick Onsongo, a student at Advet Hill Primary School in Rongai, Nairobi, on March 30, 2016 soon after officially opening the national conference on curriculum review at Kenyatta International Convention Centre. On the left is the Education Cabinet Secretary Fred Matiang'i. PHOTO | JEFF ANGOTE | NATION MEDIA GROUP

What you need to know:

  • Proposed system comprises 5 years for early childhood and primary education, 6 for middle primary and lower secondary and three for upper secondary.

  • Duration for tertiary level yet to be agreed upon.

  • Fred Matiang’i said the proposed new education system will be approved at a national conference scheduled for July.

Kenyans have proposed an education system that will put more emphasis on skills as opposed to theory and examinations.

The first three tiers of the system comprise five years of early childhood and lower primary education; six years for middle primary and lower secondary; and three years for upper secondary.

However, the years for tertiary education have not been agreed upon and await further consultations, especially with universities and higher institutions.

If approved, the new system of education will replace the current 8-4-4 system, which has been in place since 1985.

According to Education Cabinet Secretary Fred Matiang’i, the proposed new education system will be approved at a national conference scheduled for July.

The timeline for implementing the new system and curriculum will also be addressed at that time.

The new proposals that seek to reform education were presented to stakeholders at a national conference held in Nairobi on Wednesday that was presided over by Deputy President William Ruto.

The 8-4-4 system has been widely criticised for being expansive, heavily loaded in terms of content and too examinations-oriented, which when combined,  put undue pressure on the learners.

Tier one will consist of early year’s education and will have pre-primary and lower primary with the focus being foundational skill such as numeracy, reading, social and life skills as well as digital skills.

The second tier will have a broad-based curriculum that includes general knowledge, practical skills, technology and values and leads to selection of careers at the end of junior secondary school.

In the third tier, the focus will be communication skills, critical thinking, technology and creativity.

At this level, students will be exposed to various career paths such as general education; vocational education; and talents — sports and arts, which are intended to prepare them for careers in higher education and training, and the job market.

The third tier prepares the learners for higher education, whose timeframe has not been determined.

But the guiding principle is that it will be aligned to skills and knowledge acquired in basic education.

The proposed curriculum structure considers the age and developmental stages of the learners at all levels, allows transition of all pupils from primary to secondary, and offers several pathways to learners after secondary school.

KICD STUDY

These proposals are based on the Needs Assessment Study for Curriculum Reforms, which were conducted by the Kenya Institute of Curriculum Development (KICD).

Presenting the proposals, KICD Director Julius Jwan said the needs also established that the public wants a new examination format, where learners are tested on skills they have acquired instead of theories.

Testing, the public also recommended, should be continuous instead of at the end of cycle, which is prone to abuse and promotes stiff competition that only puts pressure on learners.

Dr Jwan said the new curriculum will require heavy investment in learning and teaching materials, including computers, as well as retraining of all teachers to equip them with the relevant skills and attitude to implement the changes.

KICD will be required to work with the Kenya National Examinations Council (Knec) to devise best systems for testing.

The needs assessment, which was conducted from November last year shows that Kenyans desire a curriculum allows learner to identify their talent, nurtures it and adopts teaching methods that are friendly to learners.

The curriculum should promote age-appropriate knowledge, self-reliance, integrity, patriotism and transition in a friendly, inclusive and affordable environment.

It should also enhance peaceful social co-existence, contribute to economic development and address social vices such as corruption, tribalism and insecurity.