Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016

1. Re-Aligning Higher Education Curriculum with the
21st
Century Expectations: Implications for Teacher
Training in Kenya
by
Julius Jwan, PhD
Director/CEO : Kenya Institute of Curriculum Development
Presented at a Conference on
The State of Higher Education in Kenya
Kenyatta University
23rd
August, 2016

2. Introduction
 The guiding philosophy of the reform efforts on Education is the need
for a stable and cohesive nation to provide a platform for socio-
economic development and the prosperity of the Nation.
 The policy on education and training envisage a curriculum that
successively develops the knowledge, skills, competencies, as well as
lifelong learning dispositions to meet the human capital needs of the
country.
 The goal is to develop a repertoire of skills and competencies
necessary to achieve the objectives and goals embodied in the
Constitution, 2010 and Kenya Vision 2030.

3. Background
 Provision of quality education is to a large extent determined by the
capacity of teachers to interpret and implement the curriculum.
Teachers are thus a critical factor in the learning process.
 Embodied in the policy and legislative framework are new initiatives
that will transform the architecture of education and training needs and
aspirations of the Country.
 A fundamental feature of this policy is a radical change the design
and delivery of the curriculum.

4. Curriculum Reform Agenda on Teacher Training
and Professional Development
Kenya’s Vision 2030 envisages the modernization of Teacher Education.
This will include:
Reforming pre-service teacher education training curricular at all levels.
Enhancing pedagogical approaches that support creativity, innovation,
critical thinking and sustainable development;
Enhancing teacher professional development programmes for effective
implementation to ensure acquisition of competencies that include life skills;

5. Agenda cont.
 Preparing teacher in-service programmes to equip them to handle
children with special education needs, children in emergency
situations, children in nomadic communities in building resilience
for schooling;
 Developing and Implementing a national teacher education policy;
 Establishing ICT-based resources for teachers on the competency-
based curriculum approach.
Thus
The shift to competence-based curriculum require teachers re-
orientation on pedagogy, mode of assessment & adequate
knowledge of the 21st
century skills.

7. 21st
century skills
Learning &
Innovation Skills
Information, Media &
Technology Skills
Life & Career Skills
- [Values & EQ]
• Critical Thinking &
Problem Solving
• Information Literacy • Flexibility &
Adaptability
• Creativity &
Innovation
• Media Literacy • Initiative & Self-
Direction
• Communication • ICT (Information,
Communications &
technology) literacy
• Social & Cross-
Cultural Skills
• Collaboration • Productivity &
Accountability
• Leadership &

8. PARADIGM SHIFT IN TEACHING
TRADITIONAL TEACHING PARADIGM SHIFT
1.
Teaching is a technical process Teaching as facilitating learning
defined by learning outcomes
2.
Teacher knowledge is technical
knowledge applicable to all learners and
contexts
Teacher knowledge is complex,
problematic, applicability varies
across learners & contexts
3.
Teaching involves consistent application
of technical knowledge
Teaching involves reflective, flexible
application of technical knowledge
that best brings about student learning
4.
Effective of teacher knowledge depends
on prerequisite input in teaching
environment
Effectiveness determined within the
limits & opportunities within the
learning environment

9. Research (Needs
assessment) Selection and
admission
procedures
Selection and
admission
procedures
Teaching and
Learning
Resources
Teaching and
Learning
Resources
Training
Programmes
e.g Teaching
Practicum
Training
Programmes
e.g Teaching
Practicum
Pedagogy and
Assessment
Modes
Pedagogy and
Assessment
Modes
Competencies
Knowledge
Skills
Attitudes

10. Methodology
The study adopted a mixed methods approach
-obtained both quantitative and qualitative data from
heads of institutions, lecturers, students, civil society
members, religious groups and parents across the
country.
Paradigm: QUAL + QUAN model (equal status +
concurrently)

11. Core Competencies for Basic Education in Kenya
The UNESCO identify competencies for 21st
century to include:
learning to know, learning to learn, learning to be, and learning to
live.
Communication and Collaboration
Critical Thinking and Problem Solving
Imagination and Creativity
Citizenship
Digital Literacy Learning to Learn
Service Learning
Self-Efficacy

16. The Competence Based model

17. Competency Framework for School Teachers
Lays emphasis on 46 core competences organized under four
domains :
Knowledge: of entire teacher education curriculum & specific
subject content
 Teaching skills: practices which lead to improvement in students
learning & achievement. Emphasis on the learner-centred approaches
& practices.
Assessment and Evaluation: regular assessment and giving of
feedback for enhancing learning. Teacher self assessment.
Professional values and behavior: principles, morals and ethics
required of a teacher to be a role model capable of motivating learners

18. 21st century interdisciplinary themes
 Global Awareness - understanding global issues, nations and cultures.
 Financial, Economic, Business & Entrepreneurial Literacy, knowing
how to make economic choices, understanding role of the economy.
 Civic Literacy - learning how to participate effectively in civic life;
exercising the rights and obligations of citizenship.
 Health Literacy - obtaining, interpreting & understanding basic health
information & services; understanding preventive physical & mental
health measures.
 Environmental Literacy - demonstrating knowledge and understanding
of the environment, circumstances, conditions affecting it; taking
individual and collective action towards addressing environmental
challenges

19. Challenges Paused by Competency-based
Curriculum on Pre-Service Teacher Preparation
1) Variation in programmes offered for different levels of pre- service
teacher preparation: in Kenya
 In ECD Teacher Education: Certificate & Diploma
 In Primary Teacher Education: Certificate
 In Secondary Teacher Education: Diploma, Integrated Bachelors Degree
& Post Graduate Diploma in Education
Questions
1) Might there be need to standardize criteria for selection and admission
into Teacher Training?
2) Might there be need to consider prior learning and teaching experiences
of already serving teachers in provision of further education
programmes?

20. Challenges Paused by CBC contd.
2) Variation in Topics Taught in Pre-Service Teacher Training
Programmes
Curricula are varied as they are developed by KICD and UNIVERSITIES
Content coverage and student practicum are varied
Time frames for course coverage are varied
Recommendations
TE programs should include an appropriate balance between theoretical and
applied aspect of teaching (practicum)
Identify and harmonize core professional courses for program completion
and a total number of credits required for graduation of a pre-service teacher
trained in Kenyan universities & colleges.
Harmonize education programs and provide for both horizontal and vertical
transfer of credits between universities and from colleges.

21. PROGRESSIVE AGENDA/QUESTIONS
Establishment of Teacher Education Policy to which all providers
of pre-service teacher education will adhere to.
Need to standardize pre-service training to ensure graduates are
able to meet the requirements of the reformed curriculum for the
stipulated levels of learning.
Need for adequate training on leadership skills – (instructional,
distributed, transformative leadership etc) for school leadership – more
than the current emphasis on management procedures.

22. PROGRESSIVE AGENDA/QUESTIONS cont.
Need to establish certification standards to maintain coherence in
provision of pre-service teacher training - (Advisory Committee
on Teacher Education to advice on the certification standards - be
reviewed from time to time?).
Should we offer teaching as post –graduate degree hoping that
only those who are passionate about teaching pursue it?
Should we establish Kenya School of Education to develop
certification standards for teachers, instructional leaders and
standards officers?

23. Conclusion