1. Ministry of Education to adopt a Comprehensive School system (PP1 — Grade 9) comprising Pre-Primary, Primary school and Junior School managed as one institution. The term “Secondary” be dropped from the current Junior Secondary and Senior Secondary School.
2. Kenya should prioritise investing in foundational learning to avert future crisis in education. Basic literacy, numeracy and transferable skills such as social, emotional skills ensures essential blocks for acquiring higher order skills.
3. Kenya Institute of Curriculum Development (KICD) to reduce the number of learning areas from 9 to 7 at Lower Primary; 12 to 8 at Upper Primary; 14 to 9 at Junior School in order to address overload and overlaps. The learning areas at Pre-Primary to be 5 and at Senior School to be 7.
4. Ministry of Education to discontinue the current categorisation of public Secondary schools as National, Extra-county, County and Sub-county; and adopt a categorization based on career pathways for Senior schools.

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5. Rename Education Management Information System (EMIS) to Kenya Education Management Information System (KEMIS); and the Ministry of Education in collaboration with the Ministry of Interior and National Administration to integrate registration of births and to capture students in tertiary and vocational institutions as well as school-age learners who are out of school.
6. The Ministry of Education to establish Kenya School of Teacher and Education Management (KeSTEM) to coordinate In-service training; and Kenya Teacher Training College (KeTTC) to undertake administration of all Pre-service Teacher Training.
7. To resolve overlapping mandate in Quality Assurance and Standards function in Basic Education, transfer the Quality Assurance and Standards functions at TSC to the Ministry of Education. In addition strengthen the Directorate of Quality Assurance and Standards at the State Department of Basic Education.
8. In order to attract, develop and retain effective teachers, there be a one-year mandatory retooling program for all graduates of pre-service training to be CBC-compliant; and a one-year mandatory internship program upon completion of pre-service training before being registered into the teaching profession.
9. Implement a minimum essential package to cushion schools with enrolment below the optimum level. The recommended amounts are Ksh. 70,200 for Pre-Primary; Ksh. 537,120 for Primary level; Ksh. 2,030,805 for Junior School; Ksh. 3,041,145 for Senior School; and Ksh. 1,890,000 for Special Needs Education.
10. Implement revised capitation in view of the realities of CBC as follows: Ksh 1,170 for Pre-Primary;Ksh. 2,238 for Primary level; Ksh. 15,043 for Junior School; Ksh. 22,527 for Senior School (Day); Ksh. 19,800 for SNE (Day) and Ksh. 38,280 for SNE (Boarding); and consider increasing the grant for ACE. The capitation and grants to be reviewed every three years.
11. Coordinate the management of bursaries and scholarships under the Kenya Basic Education Bursaries and Scholarship Council as a successor to the Jomo Kenyatta Foundation.

12. The Ministry of Education to develop guidelines for accelerated education programs for marginalised groups, learners with special needs and adult and continuing education, to enhance equitable access and inclusion.
13. Institutionalize linkages of TVETs with industries and government projects; and develop pathways for continuity between TVET and Universities and vice versa.
14. Adopt a sustainable financing model for University education that combines grants/scholarship, loans and household contributions for differentiated categories of students as vulnerable, extremely needy, needy and less needy in order to address equitable access and inclusion in education.
15. Enact the proposed Tertiary Education Placement and Funding Bill to amalgamate HELB, UFB and TVET Fund to enhance efficiency in higher education funding.
16. National Government and County Governments to develop a financing framework for ring-fencing resources for VTCs.
17. The Government to operationalise the Open University in Kenya with the first cohort of students being admitted in September, 2023.
18. To strengthen governance of the University sector, undertake amendments to the Universities Act to amongst others, exclude Public Service Commission (PSC) in the appointment process of Chancellors, provide for a selection panel in the appointment of Chancellors and Council members, and empower Councils to be responsible for appointment of Vice-Chancellors and other top management of Universities.

19. Institutionalise environmental conservation and climate change action in all learning institutions.

21. Introduce a mandatory three (3) months community service programme for graduates of Senior School before joining Tertiary institutions and a further nine (9) months of mandatory community service after completion of Tertiary education. A certificate of compliance to the community service to be issued as proof before admission into the world of work.
22. Government of Kenya to develop internal capacity of KNEC to print national assessments.

Former Kenya National Union Of Teachers (KNUT) secretary general Wilson Sossion is now rooting for the reduction of the powers currently enjoyed by the teachers service commission, TSC.

According to the former unionist, the teachers employer should only employ teachers.

“TSC should be confined to employing and managing teachers – to formulate policies to achieve its mandate; recruit and employ registered teachers; assign teachers employed by the commission; promote and transfer teachers; terminate the employment of teachers; review the demand for and the supply of teachers and manage the payroll of teachers,” reads a post submitted by Sossion.

Sossion has maintained in his post that article 237 which established TSC, neither gives it powers to regulate teachers nor to pertake quality assurance and standards.

Further, Sossion argues that Training and capacity building which include Teacher Professional Development is a function of the Ministry of Education.

“The independent status of TSC which the current office has abused on numerous occasions is founded on Chapter 15 of the Constitution. However, it should be noted that the constitutional status of TSC was a political decision rather than a professional resolution and commitment,” says Sossion.

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Kenya National Union of Teachers (KNUT) proposed that TSC be made independent of the Ministry of Education for the commission to mobilise teachers to vote YES in referendum of the Constitution in 2010. The architects of the Constitution had not envisioned the current legal status of TSC in their original thinking.

The leadership of TSC has misconstrued its constitutional status to mean that it has nothing to do with the Ministry of Education or any organisation which has led to perennial clashes with ministry officials, leaderships of trade unions, parliamentary committee on education, and even disobeying the courts.

The commission has interpreted its mandate so generously and has encroached on the constitutional and legal mandate of the Ministry of Education and labour unions. Section II of TSC Act and various sections of the TSC Code of Regulations for Teachers encroached on the powers and functions of the CS for Education.

TSC has virtually taken over the management of public primary and secondary schools – it is more tragic that TSC has also taken over the quality assurance and standards functions in these institutions. This is regrettable because as the employer, it cannot exercise the quality assurance and standards in schools.

TSC single-handedly reviewed the Recognition Agreements signed with teacher unions and has now taken over the running of trade movements which is in violation of Labour Relations Act and Bill of Rights.

The entire public can now participate on CBC reforms by submitting their views on basic education, tertiary, and university education.

The working party led by Chairman Raphael Munavu,  are expecting the public views physically or via email.

The Presidential working party on education reforms has set November 18 as the deadline for submission.

“The submissions should be addressed to the chairperson and hand-delivered to the working party offices,” reads the notice.

According to the October 18 notice, the views should be sent to [email protected].

The views can as be summitted physically by visiting Absa Towers, Loita Street on the 10th floor in Nairobi.

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“The views should be submitted by way of memoranda, letters, or research papers and should address the following areas,” the notice reads.

The 49-member team gazetted by President William Ruto will address three major issues on the Competency-Based Curriculum.

The task force will submit recommendations in the basic education sector, on CBC and the higher education sub-sector.

On CBC, the team is expected to elaborate on the conduct of key tenets in the curriculum.

“Implementation of aspects guiding the competency-based approach including but not limited to value-based education, community service learning, parental empowerment and engagement,” the gazette notice reads.

The team will also evaluate the assessment of learners, the quality assurance and the standards of CBC.

Ruto also directed the team to look into teacher training and deployment.

“The technology for curriculum delivery, improved learning outcomes and education management, public school categorization policies and implications on access, transition, and cost,” the notice reads.

The higher education subsector will also undergo reforms, according to recommendations given by the task force.

Deputy President Rigathi Gachagua will this morning launch the taskforce on the Competency-Based Curriculum (CBC).

The 42-member team, to be chaired by Prof Raphael Munavu, will do a summative evaluation of the new education system, assessing and recommending an appropriate structure to implement it.

The team will also study the laws governing the basic education subsector and make recommendations.

President William Ruto set up the task force last month, saying the concerns raised on CBC implementation will soon be addressed.

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The team will “review implementation of CBC so that it can help our children and remove the burden put on parents,” Ruto said.

Ruto said the task force will subsist for six months and should issue him progress reports every two months and a final one after the six months.

He also said the team may co-opt such other persons, who possess the appropriate competencies, as it may consider necessary for the proper performance of its functions.

Players in the university sector prepare to make their submissions to the working group tomorrow.

The head of the newly-appointed Commission for University Education (CUE), Mike Kuria (left), said it is critical that universities start thinking on how the people who are in the CBC programme will be transiting to universities in a short while.

“We need to think about a number of things, like how we are going to admit them, the fact that CBC constitutes different ways of learning. Will  the universities be prepared to receive these students, who are going to be learning in a different way than the traditional students,” said Kuria.

He made the remarks as he took office at CUE, having been appointed by the outgoing Education Cabinet Secretary, Prof George Magoha, to replace the incumbent, Prof Mwenda Ntarangwi in July.

“We should be thinking about the kind of training for jobs that do not even exist since the changes are taking place very quickly,” he added.

He said that the conversation on how best to implement CBC should not only be in basic learning institutions but also at the universities.

Kuria also talked of the need for universities to take charge of quality assurance in their institutions and not just wait for CUE to police them.

He called for good ties with universities in neighbouring countries even as Kenya embraces a new system.