The KICD Act 2013 prescribes the persons authorized to develop curricula and curriculum support materials. KICD develops curriculum using a panel system comprising of practicing teachers, teacher educators, university lecturers, quality assurance and standards officers and curriculum support officers from Teachers Service Commission, among others
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The curriculum reform process is being undertaken within the framework of the curriculum development cycle which has nine specific stages namely:
The review of the current 8-4-4 system of education, done by a team of experts, was informed by a needs assessment conducted countrywide, which indicated that the system had become unpopular, because it was examination oriented at the expense of other education needs.
The resounding recommendation was that the country needed a curriculum that would embrace the differences in ability and learning styles of the recipients and ultimately enable each learners to realize success and fulfillment within their individual capacities. This set the stage for conceptualization of the relevant learning areas that would make these goals a reality.
The proposed curriculum basically replaces the current Standard One to Form Four with Grade 1 to Grade 12 and the changes have been captured in the ‘Basic Education Curriculum Framework,’ (BECF) that is available on the KICD website. Besides, early identification and nurturing of talents, it mainly focuses on what the learner can do as opposed to just what one can remember.
Parents are required to play a very active role in the growth and development of their children under the new curriculum. They must ensure the child’s learning is well supported both at home and school to help them grow into responsible citizens with the right values.
The pilot phase began with an initial meeting with all the head teachers of the selected pilot schools on April 21, 2016 at KICD which was presided over by the Cabinet Secretary, Ministry of Education. The training of Quality Assurance and Standards Officers and Curriculum Support Officers (CSOs) to enable them effectively execute their supervisory role during the pilot has just been concluded.
Out of the 470 schools participating in the piloting countrywide, five are pre-primary whereas five others are primary schools in each county and institutions of learners with Special Education needs. Public, private, rural and urban schools are among those selected, which is a representation of the types of schools found in the country.
Implementation of the 2-6-3-3 system of education will be undertaken in phases starting with Early Years Education (Pre-primary 1 & 2, and Grade 1, 2 and 3)
The new curriculum, which is competency based emphasizes on utilization of formative assessment as the basis for improvement of teaching and learning. The continuous assessment tests set to replace one off examinations will be standardized and administered at various levels.
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