Curriculum Review: Elevating the Quality and Relevance of Education.
Curriculum review plays a critical role in enhancing the quality and relevance of education. This process involves a thorough evaluation of academic programs, aiming to optimize learning experiences. Ideally, the academic staff specializing in a particular field should spearhead these reviews to ensure they are both thorough and effective.
Historical Perspective
Kenya’s curriculum development dates back to 1724 with the Swahili text “Utendi wa Tambuka” (Book of Heraclius). The first schools were established in 1846 by CMS missionaries in Rabai, following interactions with the coastal population. Primary education initially adhered to the colonial system until Kenya gained independence in 1963. At that time, the 7-4-2-3 curriculum was introduced, comprising seven years of primary education, four years of lower secondary, two years of upper secondary, and three years of university education.
The 7-4-2-3 system was adopted by Kenya, Tanzania, and Uganda. However, Kenya introduced its own system in 1985, following the dissolution of the East Africa Community in 1977. Scholars criticized the 7-4-2-3 system for its inability to adapt to the evolving needs of Kenyans and the labor market’s demands, particularly concerning emerging technologies.
In 1976, the Gachathi report highlighted several curriculum flaws, notably high unemployment rates. Consequently, the National Assembly called for a more comprehensive system addressing technical and vocational components. The World Bank also advocated for curriculum changes.
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Introduction of the 8-4-4 System
In response to these demands, the 8-4-4 system was implemented following the Mackay report of 1982. This system focused on literacy and numeracy in the first six years and basic education and practical skills in the final two years. The primary goal was to tackle rising unemployment. Despite its intentions, scholars argue that the 8-4-4 system was costly for parents and students and represented the most radical change to Kenya’s education since independence. It caused significant disruption, comparable to Tanzania’s failed Ujamaa ideology.
To address these issues, various commissions, including the Wanjigi report of 1983 and the Kamunge report of 1999, were established. Many of their recommendations were partially adopted by the late President Daniel Moi.
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Transition to the Competency-Based Curriculum (CBC)
In 2017, the 8-4-4 system was replaced with the Competency-Based Curriculum (CBC). The CBC emphasizes the development of knowledge, skills, and their application to create employment opportunities. Unlike its predecessors, the CBC aims to produce a well-rounded individual capable of thriving in a dynamic job market.
Every educational system, from the Swahili text of 1724 to the 7-4-2-3, 8-4-4, and now the CBC, has had its own set of challenges. Therefore, it is crucial for all stakeholders in education to ensure the current curriculum’s success through proactive and sustained intervention.
In conclusion, reviewing the curriculum is essential to raising the caliber and applicability of education. By continuously evaluating and updating academic programs, we can create a more relevant and effective educational system. This process ensures that learners are equipped with the necessary skills and knowledge to succeed in an ever-changing world.
Curriculum Review: Elevating the Quality and Relevance of Education.
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