Expect changes in syllabus soon

A new curriculum for local learners that will be globally competitive and relevant is due to be developed.

The current curriculum has come under sharp criticism because it is exam-oriented.

According to a new government analysis, the current system is geared towards passing exams and does not embrace holistic development of the learner.

Vision 2030

The analysis of the current status of the curriculum prepared by the Kenya Institute of Curriculum Development (Formerly Kenya Institute of Education) revealed that poor curriculum has denied learners critical skills necessary in realising Vision 2030.

Further, the analysis says the education sector cannot identify talents at an early stage, mentoring and nurturing as the required in the Constitution.

The new curriculum is set to give learners skills in relation to Science Technology and Innovation (STI), which is emphasised in Vision 2030.

It will be a channel to brings about acceptable global competencies and reflect the Kenya National Development Agenda reflected in the Constitution, Vision 2030, Sessional Paper No. 1 of 2005 and other policy documents.

The analysis has also found that the current system does not address the global trends in education such as the shift from objective to skill-based curriculum. “There is an urgent need to revise the current curricula since it does not meet the global trends in regard to competence based learning,” says the analysis.

The goal is to reform the curricula for basic and tertiary levels of education other than the university to align it with the Constitution, Vision 2030 and the EAC protocol.

During the curriculum development phase, KICD will collect data from the stakeholders, such as learners, parents, teachers, administrators, educationist, industrialists, opinion leaders and the public whose views will be used in its preparation. The new curricula will be pilot tested before the national roll out.

The current primary and secondary school curricula was implemented in 2003 and has not been revised since then despite the international practice that curriculum be revised every five years.

"The summative evaluation of the current curriculum carried out in 2009, revealed existence of gaps in achievement of the national goals of education and curriculum objectives. It also indicated that gaps exist in the capacity of the curriculum implementers and in assessment and management structures that support curriculum implementation," reads part of the analysis.

The report says the government is continuously adjusting and adapting to the changing and dynamic environment in order to remain globally competitive and relevant.

"Curriculum is the sum total of all the learning opportunities presented to a child by the environment, especially planned, organised and constructed for the purpose. Curriculum is one of the ten dimensions of quality in education as identified by Unesco," the report reads.

Among the key issues to be addressed during the curriculum development include globalisation, the rise of knowledge society, intensive use of information and communications technology; increased diversity, equity in education, the role of research, and development in pedagogical practice.
- The Nation, Tuesday 18th March 2014.


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