The government’s recent move to reduce the number of subjects and lessons in primary and Junior Secondary Schools has left confusion among learners and teachers, with the latter being forced to teach subjects they never trained in.

And despite having merged some subjects, the government is yet to approve and release new books for use by the teachers, adding both a financial burden and more confusion to parents who had already purchased books used under the previous curriculum that had learners in primary schools studying 14 subjects.

Indimuli urged the government to address and streamline challenges that have arisen out of the recent rationalisation of the curriculum content.

Teachers are now being forced to teach subjects they neither traind in nor are well versed as the effects of the new curriculum design begins to bite.

Most hard hit are learners who have joined Grade Eight as the government is yet to approve books for all languages, Science and Environment. Learners in other grades have been forced to use old books that were in place before the changes.

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Learners in Grade Eight have also found themselves in an awkward position after the government made Home Science , performing arts, visual arts and computer compulsory. Previously, the subjects were optional. “How do you expect a learner who has never studied a subject like computer or home science since Grade Three to cope with it in Grade Eight? This is introducing confusion to the young learners for nothing,” Lucy Mwaura, a parent in Ruiru said.

Parents and schools who had purchased textbooks previously used before the introduction of the rationalisation of curriculum content are now staring at incurring huge losses as they will have to buy new books in line with the new changes.

Teachers and parents are now blaming the government for having rushed on the integration of learning areas in a bid to reduce the subject workload for learners as recommended by the Presidential Working Party on Education Reform (PWPER).

The PWPER recommended that the Kenya Institute of Curriculum Development rationalise the number of learning areas and curriculum designs in terms of scope and integration of subjects within learning areas, gaps, content overload and overlaps in Basic Education as follows.

In new changes announced by Education Principal Secretary Belio Kipsang last month, primary education has been divided into two– lower and upper– and the number of subjects reduced by two at each level.

In lower primary, learners are now taking only seven subjects spread across 31 lessons per week. This is a reduction from the present nine subjects covered in 35 lessons each week. Hygiene and Nutrition Activities that had been taught as independent subjects have been integrated within Environmental Activities with four lessons each week.

Art, Craft, Music and Physical Education subjects will now be taught collectively as Creative Arts with seven lessons lined up for the new subject per week.

In upper primary, learners will now take only eight subjects that will be taught in 35 lessons per week. Agriculture has been integrated with Home Science into one composite subject referred to as Agriculture and Nutrition that will have four lessons per week. Art & Craft, Music and Physical Education have now been compressed into a single subject known as Creative Arts with a total of seven lessons every week. In Junior Secondary, five subjects were slashed and now students will take nine lessons.

Integrated Science and Health Education will now be taught as one subject known as Integrated Science. Social Studies and Life Skills Education have been merged and is referred to as Social Studies. Pre-technical Studies, Computer Studies, and Business Studies are all merged into a new composite subject known as pre-technical studies.

Agriculture and aspects of Home Science have been integrated into one composite subject referred as Agriculture & Nutrition with four lessons per week. However, other concepts of Home Science have been integrated within Integrated Science.

Pre-technical Studies, Computer Studies and Business Studies have been integrated into one composite subject referred to as Pre-Technical Studies.

Physical Education and Sports, Visual Arts and Performing Arts have been integrated into one composite subject referred to as Creative Arts and Sports.

Under the new integrated subjects, teachers in JSS who only studied business studies have been forced to teach new learning areas of pre-technology, performing arts, visual arts and business after they were combined under a subject called pre-tech studies. A teacher handling creative arts has now been forced to teach arts, craft, music and physical education.

Likewise, a trained Biology teacher is now handling Physics and Chemistry after the previously health combined with other subjects to become integrated science.

“It is no longer about what you were trained in, but what you must do. Whoever is handling the five learning areas of Creative arts and sports; Pre-Technical Studies ; Agriculture and Nutrition; Integrated Science and Social Studies is actually handling 12 learning areas without knowing it,” one teacher told the People Daily on condition of anonymity.

According to Jonathan Wesaya, an educationist, public engagement and strategy consultant, though the move to reduce the number of subjects is commendable, it was rushed.

Wesaya says the government ought to have first worked on the curriculum design and approved and released the requisite books before announcing the integration of subjects.

The teachers said the contracts they were given came with a stipend of Sh20,000 and only Sh17,000 is left after deduction.

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They want to be confirmed as the first cohort of junior secondary school intern teachers on permanent and pensionable terms in January 2024.

“No intern teacher from the first cohort will renew their internship contract except the signing confirmation letters on permanent and pensionable terms,” the teachers said on Friday at the KUPPET offices where they held peaceful demos.

The teachers now want TSC to harmonise the monthly stipend for junior secondary school intern teachers to that of interns in other government ministries between Sh25,000 and Sh30,000 due to the high cost of living.

“Are teachers lesser civil servants?” they posed.

The teachers feel there is a discriminatory employment policy.

They want TSC to explain why intern secondary teachers in junior secondary are being denied a chance to apply for teaching positions in senior secondary schools yet they’re of the same qualifications.

“Why has the Teachers Service Commission since Feb 2023 never openly advertised for teaching positions in Senior secondary?” they posed.

The teachers said they were promised permanent and pensionable terms by mid this year but TSC now says that will come in 2025.

The clerics stated that the introduction of family planning and the use of contraceptives for young learners will sexualise the learning environment and be the biggest contributor to the high rates of teenage pregnancies and abortion.

In a statement, Tuesday, at the Catholic University of Eastern Africa, the Kenya Conference of Catholic Bishops chairman Paul Njiru said such educational content will only encourage the use of contraception among learners.

“Upon sampling a few books targeted at teaching Grade 7 learners, we have noted a worrying trend in terms of content,” Njiru said.

“For instance, looking at the Grade 7 learners book titled “Top Scholar Health Education” on page 127 and the Grade 7 teachers guide titled “Health Education In Action” on page 153, the content is both explicit and inappropriate for learners at Grade 7.

“We observe that the said content is against the Ministry of Education Policy that children should not be exposed to such explicit content.”

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Commission For Education and Religious Education vice chancellor bishop Mark Kadima also said comprehensive sex education doesn’t brighten any child’s future, but it exposes them to the disruption from the widely celebrated education goals.

“While acknowledging the important role that the Ministry of Education plays in protecting children from age-inappropriate content, we urge that the ministry removes with speed and initiates the removal of sub-strand 7.2 on reproductive health from all learning materials and withdrawal of the mentioned books and any other book in the market that contains similar content,” he said.

Kadima asked all schools and parents to remain vigilant and ensure that the course books they are using do not contain any inappropriate reproductive health content.

“As schools open for the third term when this strand is supposed to be taught, we advise the teachers to pluck all th   e pages containing reproductive health content and entirely withdraw the books containing this strand from their shelves so that learners do not access any inappropriate content,” he added.

Njiru asked the Ministry of Education to immediately recall the inclusion of the reproductive health strand in all Grade 7 books.

MPs want the government to develop a comprehensive policy and allocate sufficient funds to ensure the successful implementation of the Competency-Based Curriculum (CBC).

They have asked the Ministry of Education, the Kenya Institute of Curriculum Development (KICD) and the Teachers Service Commission (TSC) to expedite the process of retooling teachers.

The legislators said this will help in ensuring that adequate number of educators well-versed in the CBC and capable of effectively delivering the curriculum will be posted to schools.

Debating on a motion sponsored by Mbeere North MP Geoffrey Ruku on the development of a policy and funding for Junior Secondary Schools, the legislators noted that the CBC will prepare the country for Vision 2030 and enable students to thrive in a modern and ever-changing world.

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“As we respond to this motion, we must establish a comprehensive framework for curriculum development, ensuring sufficient numbers of well-trained and competent teachers in our junior secondary schools,” said Ruku.

“We must also make sure we have enough learning resources in our schools and a proper monitoring and evaluation framework. Not forgetting, the involvement of parents and the community in the implementation of the CBC,” he added.

The motion seeks to introduce interventions that will aid the Ministry of Education to develop a comprehensive Junior Secondary Schools Policy in order to standardize and consolidate the guidelines outlined in the Basic Education Act of 2012.

“The planned law also seeks to ensure the establishment and operation of Junior Secondary Schools in every primary school,” Ruku said.

3)Mathematics

4)Integrated Science

5)Social Studies

6) Business Studies

7)Agriculture

8)Pre-Technical and Pre-Career Studies

9)Religious Studies Education

1. i) Christian Religious Education (CRE).
2. ii) Islamic Religious Education (IRE)

iii) Hindu Religious Education (HRE)

OPTIONAL SUBJECTS

10 In optional subjects a student shall take one subject

iVisual Arts

i Performing Arts

1. i) Home Science
2. iv) Computer Science

NOTE

Physical Education (P.E.)shall be offered to all-learners as a compulsory to support the development of the Psychomotor Domain

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The education reforms task force, lead by professor Raphael Munavu, held a closed-door meeting at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) on Tuesday 7 June 2023 to validate their findings, raising concern over the public process.

“The party has been working since its inception to achieve its Terms of Reference as stipulated in the Gazette Notice. In this regard, an open forum has been organized to present the draft report to stakeholders for validation,” reads the invite by Prof Raphael Munavu.

Confidential source in the meeting disclosed that the team, in its interim report recommended trimming of powers of the teachers’ employer, harmonising quality assurance and reducing subjects for Junior Secondary learners.

Creation of TVET Commission that would be responsible for all human resource functions for staff in middle-level colleges was also proposed in addition to reviewing of capitation disbursement plan.

Team also wants TSC to employ nursery teachers, a function presently performed by county governments.

It however emerged that the stakeholders were not handed the interim report and only benefited from presentations made in a rush.

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The key proposals however show that the Teachers Service Commission (TSC) may lose some powers if the recommendations of the education reforms committee are adopted in their final report.

TSC is created under Article 237 (1) of the constitution commission with its core function being to recruit, register, employ, deploy, transfer, discipline and terminate teachers’ contracts.

The task force however wants a separate body created and bestowed with the functions of regulation of the teaching profession.

This means that TSC would only perform human resource functions and would relinquish regulatory powers to a separate entity.

Meeting heard that an amendment through the act of Parliament or referendum would be required to effect the changes to TSC powers.

The Standard has also established that the Quality Assurance and Standards (QAS) functions presently being performed by TSC would be harmonised and centralised.

Ministry of Education also performs similar functions and to avoid duplication, task force members heard that TSC may also lose this mandate in new reforms.

TSC and the Ministry of Education have been at loggerheads over these functions as each issued different directives at County levels.

The task force now wants the government to ensure QAS is domiciled at the ministry and has exclusive authority to oversee the functions in all basic education institutions.

“Directorate of Quality Assurance and Standards should be conferred with operational powers in law to enable it enforce laws, policies, guidelines of the ministry and any other Ministries, Department and Agencies (MDAs) that pertain to basic education institutions,” the meeting heard.

The meeting also heard of proposals to review of the National Education Quality Assurance and Standards Framework (NEQASF), to consolidate and publish widely prescribed education standards for easy access by all stakeholders.

Sources in the meeting disclosed that a move to lower entry grade to teachers training colleges was also discussed and moving forward, some reforms proposed to streamline training.

Education Cabinet Secretary Ezekiel Machogu is set to appear before the National Assembly House on June 7, to respond to various questions from Members of Parliament.

Machogu will address challenges in the Implementation of Junior Secondary School education relating to the provision of meals.

He will explain why books for grade 7 JSS learners in public schools have been delayed.

In addition, he will provide details on the provision of sanitary pads to school girls from the year 2017 to 2023.

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The CS will also elaborate on the construction of classrooms under the Competency Based Curriculum Phase II in 10 secondary schools in Bonchari Constituency.

Further, he will address nepotism, mismanagement and violations of Ministry of Education guidelines on the acquisition and disposal of school assets and recruitment of non-teaching and casual staff.

He will provide measures that will ensure that children with Autism and Autism Spectrum Disorder obtain equal access to education.

On April 13, Machogu announced that contractors who took part in the construction of 10,000 CBC classrooms during retired President Uhuru Kenyatta’s regime will be paid by June.

He said that the 1,907 contractors will receive their dues before the next financial year.

“Before the end of the financial year, it will be a priority area. Our contractors we are sorry because you all know the economy has been tough and we are trying to overcome challenges,” Machogu said.

In 2021, Uhuru directed the construction of 10,000 classrooms for CBC to the tune of Sh8 billion.

The classrooms were built at a cost of Sh788,000 from the initial estimate of Sh1.2 million.

Machogu said despite the country facing tough economic times, the ministry has prioritised the payment of contractors.

The 20,000 teachers recruited on contract terms in February will have to wait until January 2025 before they are given permanent and pensionable jobs, Teachers Service Commission (TSC) boss Nancy Macharia told the National Assembly’s Education Committee yesterday.

TSC plans to recruit 20,000 more teachers on contract in the financial year starting July to shore up junior secondary school (JSS) numbers, but the number will still fall short of what is needed. The recruitment will cost Sh4.7 billion.

Macharia explained that, if the commission changed the terms of employment to permanent and pensionable, it would not have enough resources to recruit more teachers needed in JSS.

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However, she added, teachers recruited to replace those leaving through natural attrition would be coming in on permanent and pensionable terms.

She was making submissions on revenue and expenditure estimates for the 2023-2024 financial year.

The CEO insisted that the teachers on contract are qualified and that the quality of teaching will not be compromised. In the 2023-2024 Budget Policy Statement, the TSC has been allocated Sh322 billion.

TSC has started recruiting teachers on contract in 2019, calling them trainees.

When recruiting permanent and pensionable teachers, they are usually given preference and scored higher than those who are not on the programme.

Interns in primary schools receive a ‘stipend’ of Sh15,000, while those in secondary schools receive Sh20,000.

Based on teachers who apply for jobs when they are advertised, there are over 300,000 unemployed teachers despite the shortage of staff in schools.

Ms Macharia admitted that about half of the teachers posted to JSS had not been paid, but attributed the delay to late reporting from the schools where they were posted, as they did not all report at the same time.

The TSC boss said the commission needs Sh2.2 billion to promote teachers who have been stagnating in the same grades for a long time.

There is no indication in the budget estimates of a new pay deal for teachers. Unions have called for a renegotiation of the non-monetary collective agreement they signed with the employer in 2021.

However, the commission has earmarked Sh6 billion for joint cadre promotions and annual salary increments. Commission chair Julius Melly asked TSC to come up with a clear formula for determining the number of teachers needed for JSS.

The ruling Kenya Kwanza administration had pledged to recruit 116,000 teachers within two financial years.

Melly also called for effective supervision of teachers to ensure that the government gets value for money.

In her submission, Macharia said TSC needed Sh300 million to fund its programmes and activities at the county and sub-county levels.

“TSC’s county and sub-county offices are very important in the implementation of Teacher Performance Appraisal and Development and the implementation and monitoring of performance contracts,” Macharia said.

“They play a major role in the timely resolution of pending disciplinary cases and the implementation of teaching standards,” she added.

According to TSC submissions, a Sh2.1 billion request to fund the Professional Teacher Development programme was submitted but not considered.

When the programme was introduced, teachers were supposed to pay for the training, but there has been a clamour from the unions for the TSC to foot the bill. Ms Macharia told MPs that the commission had no pending bills, no stalled projects and had not budgeted for any new projects.

More than 35,000 teachers who were hired for the Junior secondary category will be paid before the end of this month.

Education CS Ezekiel Machogu explained that the delays were caused by the process to receive their details.

“Before the end of the month, we will be able to pay all our teachers. I engaged TSC CEO on this particular issue and all our JSS teachers will be paid,” Machogu said.

He expressed his apologies to the 35,500 teachers, saying the delays will not happen again. Some teachers missed their March and April salaries due to different reporting times.

“We have paid 50 per cent and are sorry for those who have not been paid, we were getting the necessary details,” he said.

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Previously, TSC acknowledged that nearly half of the new recruits are yet to receive their pay.

The commission explained that the delays were occasioned by different reporting times of the teachers in the schools they were posted.

The new teachers reported to their workstations in February and some in March this year, TSC says.

“As is a procedure, the recruits are given 30 days within which to report to their various stations, which leads to some commencing their work later than others. This sometimes causes delays in the processing of their salaries.”

So far, the commission says it has processed over 50 per cent of the salaries of the newly employed teachers.

The commission added that it is working round the clock to ensure the rest of the teachers receive their dues in May.

The Kenya National Examinations Council (Knec) has released a schedule for national assessments for leaners in Grade 3, 4 and 5 that will be administered and marked by the class teachers.

The tests are part of the formative assessments that have been incorporated in the education system since the introduction of the competency-based curriculum. The council uploads the assessment tools for schools to download and administer to the learners.

For the first time, Knec has also given schools two options for accessing the assessment tools in a bid to trim printing costs. The assessment tools will be available in both PDF and digital formats on the portal.

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In a circular to sub-county directors of education, primary school head teachers and heads of special primary school, the CEO of Knec, David Njeng’ere, said that the council will upload the assessment tools for the Kenya Early Years Assessment (KEYA) onto the school’s portal on June 5, 2023.

The assessment is undertaken by learners in Grade 3. The tools for integrated learning assessment will be uploaded alongside those for Kenya Foundation Level Education Assessment (KFLEA) that is undertaken by learners with special needs who are unable to follow the regular curriculum.

The teachers will have up to August 11, 2023 to upload the scores on the Knec portal. The learners will undertake the written assessments for mathematics and English from October 2 to October 26, 2023.

The two assessments are not used for placement of leaners to the next level but are instead used to appraise the learners’ progress before they transition to upper primary. They are also intended to inform Knec, the Kenya Institute of Curriculum Development and the Teachers Service Commission on the effectiveness of the curriculum. The scores from the KEYA and KFLEA also do not count for the cumulative final score at the end of primary school cycle.

The tests will be administered and marked by teachers at the school level. According to Knec, the exercise should be carried out in an ordinary class setting, unlike the traditional national examinations.

Assessment tools for the learners in Grade 4 and 5 will be uploaded onto the schools portal on July 10, 2023, with teachers given up to August 11 to upload the scores.

They will be assessed in agriculture, art and craft, music, science and technology, social studies, home science and physical health education. The written assessments for mathematics and English will be between October 2 and 26 2023. Other subjects will be agriculture, art and craft, science and technology, social studies, home science, physical health education, Kiswahili, Kenya Sign Language and religious education.

The Grade 4 and 5 assessments will account for 20 per cent of the final cumulative score of formative assessment at the end of Grade 6. It is however not used for placement since junior secondary schools (Grade 7, 8 and 9) are domiciled in primary schools.

“The tools will be then be given to learners in either print format, projected on the screen or written on the board. Depending on the format adopted, learners may write their responses on the question paper or on the writing materials provided by the school,” Dr Njeng’ere says in the circular.

This will be a relief to primary school head teachers who previously used to complain over lack of finances to print the assessment tools.

For schools that will opt for the digital format, individual learners will be required to log onto the portal using their respective assessment numbers.

“Upon logging in, learners will access the tools directly via digital devices such as the Digital Learning Programme tablets available in schools. Learners will be expected to give their responses on writing materials provided by the school,” the circular reads.

“Schools are encouraged to allow learners to access the tools directly using the DLPs or any other available digital devices such as desktop computers and laptops. This will help schools save on printing cost. Those who may have challenges with the direct access may opt for the PDF format,” Dr Njeng’ere said.