Kenya Institute of Curriculum Development conducted a needs assessment study in all the counties in Kenya to gather the views of Kenyans about the kind of curriculum they expect Kenyan child to go through from Early childhood education to below university level of education in the 21st century.The following is a presentation of the findings report by Dr Julius Jwan, -CEO-KICD -April, 2016.
Kicd curriculum reform needs assessment findings report by Dr Julius Jwan, -CEO-KICD April 2016
1. KENYA INSTITUTE OF
CURRICULUM DEVELOPMENT
Highlights of
Key FINDINGS
from the Needs Assessment
Research for Curriculum Reform in
Kenya
2. 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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3. 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 studies
c. Review of relevant theories to Curriculum reform
d. Review of relevant National and Educational policy documents
e. Review of curricula in other contexts
f. 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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4. 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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8. 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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9. Figure 1: Teachers’ responses on the categories of general needs for curriculum
reform
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10. 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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11. 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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12. 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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14. Table 2. Shows a range of responses on Competencies classified under Creativity, by the
primary Head teachers and teachers from Public and Private schools
Competen
cies
N=808 N=166
Pri.Trs(%) Pri.H/Trs(%)
Creativity 95.6 96.8
Innovation 90.6 93.6
Entrepren
eurship
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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16. 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, Values
We 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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17. 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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18. Table 4: Teachers and Principals Responses on Desired Competencies for
Secondary level of Education
Competencies Teachers responses’
(%)
Principals
responses’ (%)
Communication 95.0 96.2
Creativity 95.4 95.6
Collaboration 95.0 91.0
Critical thinking 90.4 93.8
Average % 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)
19. 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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20. 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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22. 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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23. 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
96.0
94.9 95.4
Curriculum enrichment
93.4
96.0 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
89.4
90.8 90.1
Special schools for
G&T
89.2
94.3
91.7
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24. 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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25. 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 99.6
Mathematical 98.2
Life 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
26. PRIMARY: Table 8a: Head teachers’, Teachers’ and Curriculum Support Officers’
Responses on extent to which learning areas should be emphasized in the School
Curriculum
NO
Learning Areas Headteache
rs
(N=176)
(%)
Teachers
(N=842)
(%)
Curriculu
m Support
Officers
(N=33) %
Average %
1.
Art and Design 88.5 85.3 86.6 86.8
1.
Agriculture 91.2 90.8 95.8 92.6
1.
Technology 95.2 92.0 93.2 93.4
1.
Technical and
Vocational
87.4 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 96.2
1.
Languages 98.2 97.6 92.2 96
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27. 15/04/16
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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.)
28. 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 Officers
N=20
Art 91.8 88.4 89
Design 85.2 82.2 94.0
Agriculture 96.5 98.0
Speech training 97.2 88.8 97.0
Orientation and
mobility
97.2 90.6 99.0
Activities of daily living 100 93.0 100
Vocational and technical
subjects
98.0 100 96.0
Physical education 98.0 97.2 95.0
Home science 100 88.6 94.4
Languages 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
30. 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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31. 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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32. 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 82.5
Agriculture 93.0 91.0
Technology 93.6 95.0
Vocational and technical subjects 86.4 87.4
P.E. 89.8 89.2
Humanities 90.0 89.4
Climate Change 98.0 99.0
Environment 96.0 92.2
Hygiene and sanitation 97.0 95.6
Entrepreneurship 94.4 92.2
Business Studies 89.6 91.8
Mathematics 94.4 93.8
Languages 98.0 96.8
Sciences 95.8 89.6
Home management 93.6 86.6
Health and nutrition 95.4 93.4
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33. 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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34. 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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35. 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.%
Demonstratio
ns
95.00 96.00 94.00
95.00
Experiments 96.67 93.33 89.00
93
Projects 85.00 79.67 80.70
81.78
Field
Excursions
82.67 75.00 76.60 78.09
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36. 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 79.67
Dramatization 82.70 76.00
Reciting 72.70 75.33
Songs
75.30
69.67
Riddles 72.70 70.67
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38. 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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39. 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 92.1
Music room 90.8
Technical subject 86.5
Home science lab 84.8
Biology, chemistry and physics 63
Library 46.2
Models 48.2
Photographs/ photos 44.6
Charts 22.1
Sports equipments 21.8
Agriculture farm 16.8
Syllabus 8.9
Text books 7.3
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40. 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
41. 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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42. 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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43. 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 97.6
Technology 92 95.2
Security and safety 94.3 96.2
Disabilities 92.0 92.0
Health hygiene 94.2 96.1
Gender issues 93.4 95.8
Financial literacy 87.4 91.0
Child rights 97.6 94.6
Environment 92.1 91.2
Drug and substance abuse
Average
95.7
93.45
97.9
94.76
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44. 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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45. 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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46. 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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48. 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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49. 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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