Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms

Abstract

This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.

Utiliser la technologie pour l'apprentissage : Leçons généralisables de l'intégration des technologies éducatives au Kenya

“…The reorganized basic education curriculum framework replaces the 8-4-4 model with a 2-3-3-3 model (Inyega, et al, 2021 ). Under the new learner-centred system, the early years' education spans five years, including a two-year pre-primary and three-year lower primary education.…”

“…The reform also adds a rigorous career counseling program to enable students to make informed choices for their future educational pursuits. The assessment at the middle school education level is a curious mix of 70% formative and 30% national examination (Inyega et al, 2021;Jepkemei, 2017). Middle school education is followed by three years of senior school education (grades 10-12) targeted at learners 15-17 years of age.…”

“…Although the focus of the reform remains integration in and contribution to the economy, it also reignites previous efforts at making the education system relevant to society. While recognizing English as the lingua franca of the business and industrial world, the reform also recognizes the importance of bringing back the indigenous Kenyan languages "without resurrecting emotive feelings of a colonial past" (Inyega et al, 2021). The reform is also cognizant of the importance of indigenous knowledges, the role of language and culture in representations and identity formation, and the maintenance of cultural heritage.…”

Decolonizing western science education and knowledge in early childhood: Rethinking natural hazards and disasters framework through indigenous ‘ecology of knowledges’ in Kenya

“…The Ominde Report of 1964 promoted equal opportunity, abolished racial segregation and aimed to respect and develop the cultural heritage of Kenya. Since independence, educational reports and scholars have recognized the importance of integrating Indigenous knowledge and the perspectives of local communities (Inyega et al, 2021; Owuor, 2007).…”

Educational Space in a School in Kenya

“…In the new education system, children start school at 4 and finish school at 18. The new curriculum offers a learning-oriented environment for the Kenyans based on competence and decision-making capabilities (Inyega et al, 2021). In addition, the curriculum is among the factors contributing to Kenya's economic development (King, 2007).…”