In Summary
  • The report concludes that, for the CBC to work, there must be active collaboration between the TSC, the KICD, ministry directorates and the Knec.
  • Knec was to finalise the development of the Assessment framework for the CBC to enable parents and teachers appreciate the new way of assessing learners.
  • KICD had recommended that the training modules for teacher training institutions be reviewed to be in tandem with the requirements of the CBC.

Details are emerging of the intrigues that have threatened the roll-out of the new education curriculum next year despite heavy investment by stakeholders.

Infighting among those charged with delivering the new regime informed Cabinet Secretary Amina Mohamed’s conclusion that the country was not ready for the learner-centred Competency Based Curriculum (CBC), which has been fronted as a better alternative to the current exam-centred 8-4-4 system. She has now deferred it to 2020.

The ego wars between the Teachers Service Commission (TSC), the Kenya Institute of Curriculum Development (KICD) and the Kenya National Examinations Council (KNEC) is captured in a report on CBC activities presented to the National Steering Committee in October.

The report concludes that, for the CBC to work, there must be active collaboration between the TSC, which is charged with facilitating training and providing classroom support, the KICD (meant to provide expertise), ministry directorates (which take care of resources and quality assurance) and the KNEC (assessing and feedback), which some senior officials at the ministry have hinted was lacking.

EFFECTIVE IMPLEMENTATION

“ … however, this seemed not to have been working very well,” the report that was presented before the steering committee chaired by the Cabinet Secretary reads. Among the recommendations contained in another report shared during the national steering committee meeting in January 3, 2018 was that TSC spearheads continuous teacher capacity development to support effective implementation of CBC.

On the other hand, Knec was to finalise the development of the Assessment framework for the CBC to enable parents and teachers appreciate the new way of assessing learners.

The 36-member committee headed by the CS has membership drawn from teachers’ unions, religious organisations, universities, researchers on education and technocrats in the education sector. Knut Secretary General Wilson Sossion, who came out in strong support of the Cabinet Secretary’s position, sits in the committee.

POLICY REQUIREMENTS

The Committee has the final say in the curriculum development process. It provides guidance on policy requirements for the different levels of education relating to development, implementation and assessment of curricula for education and training.

It also coordinates the development of budgets and implementation frameworks for the reformed curriculum, apart from facilitating the design of effective frameworks for teacher orientation, in-servicing and monitoring and evaluation of the reformed curriculum.

There are concerns that the TSC and some of the Semi-Autonomous Government Agencies (SAGAs) under the ministry of education wanted to take full charge of areas within the CBC that fall within their mandate, including budgets.

During training of teachers on the CBC and monitoring of the pilot countrywide, a number of officers from some of the key government departments could not participate in many occasions due to what was described as “being engaged elsewhere.”

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