The Presidential Working Party on Education Reforms had recommended that the Ministry of Education rationalise the number of learning areas across the various levels of basic education to eliminate duplication and overlaps.

The Kenya Institute of Curriculum Development made the necessary consultations and in exercise of its statutory mandate under Section 4 of the KICD Act moved to rationalise the learning areas as recommended.

The rationalised learning areas were submitted in Parliament on Wednesday by Education Cabinet Secretary Ezekiel Machogu in a report on the status of examination preparedness among other key issues.

Machogu said Pre-Primary school, that is PP 1 and 2 shall have their learning areas remain the same.

“The learning areas at this level are currently five (5); hence, they shall remain as they are until a review is undertaken,” the report read.

Read also:

KNEC to spend Ksh 500m in Transporting KCPE, KCSE Papers

Members of Parliament Demand Policy on School Uniforms

KNEC Warns Science Teachers, Centre Managers From Leaking KCSE Practicals

Inside The Approved 2023 KCSE Grading Structure

Centre Managers to Collect KCPE, KCSE Papers Twice a Day

The CS said Lower Primary ranging from Grade 1 to 3 have had their learning areas reduced from the current eight to seven.

He said the number of lessons will also be reduced from 35 to 31 per week, including the Pastoral Programme of Instruction.

Upper Primary school learners from Grades 4 to 6 will have their learning areas reduced from 10 to eight.

“The number of lessons to be reduced from 40 to 36 per week including a Pastoral Programme of Instruction,” Machogu said.

For Junior School, the learning areas are to be reduced from 14 to nine.

The number of lessons has also been reduced from 45 to 43 per week including the Pastoral Programme of Instruction.

Senior School’s learning areas have been reduced to seven.

“However, the curriculum designs for Senior School will be finalised once the process for Junior School is concluded,” Machogu said.

The Working Party recommended that KICD rationalise the learning areas after noting complaints from stakeholders about the high cost of the curriculum and the high number of learning areas.

KICD CEO Charles Ong’ondo acknowledged that people had raised concerns over the idea of scraping some subjects and learning areas in the Competence-Based Curriculum.

Ong’ondo said some people had fears that if some learning areas were scrapped, then learners would have fewer options to choose from when picking subjects for their career paths.

Speaking in an interview with Citizen TV on August 10, Ong’ondo said the institute was not scrapping learning areas but rather, rationalising them.

“Just to assure the country, what we are doing is not scrapping nor is it killing learning areas as some people have said. We are rationalising,” he said.

The KICD boss said one of the ways the institute is rationalising the curriculum is by looking at some learning areas which have related strands and sub-strands and accommodating them in one learning area.

“You look at a learning area in Junior School like health education and then you say there is a lot of overlap between some of the issues that we are dealing with in Health education that could be accommodated within the broader area of science,” he said.

He said the move to accommodate some learning areas in others is better than scrapping them off in totality.

“This makes sure that the critical competencies that learners are supposed to have are not lost. It also makes sure that we are still giving the learners adequate exposure to be able to choose the specific career pathways they want,” Ong’ondo said.

A proposal has now been made to have a consistent body that looks into education reforms in the country.

Kenya Institute of Curriculum Development (KICD) Director, Prof Charles Ong’ondo on Tuesday proposed the need to form a Council that brings a broad spectrum of stakeholders and practitioners, instead of having to establish task forces and Commission over time to look into education reforms.

“The suggestion is that we have a more or less consistent body, it does not have to be permanent. It could be a body that we call once in a while as long as we know who is represented, which continually thinks about things like our curricula and offers suggestions on how we can improve education going forward. I think then they will consistently have in mind what other bodies have thought about, where we are as a country and where we are going,” said Ong’ondo, during the ongoing African Curriculum Association (ACA) conference being held at KICD.

Read also:

Demotion of Non-Graduate Primary School Teachers to Begin in January 2024

Syllabus Designs for Senior High Ready, KICD

KUCCPS opens portal for application of KMTC courses, Extends Deadline For TTC Applications

List Of Accredited Campuses and Branches of KMTC

Examiners to Wait For Another One Week

The Director explained that KICD is a facilitator of curriculum development processes and members of the board are mostly educators.

But with a Council in place, he said it would bring a bigger body that can then feed in a safe environment into KICD, whose day to day is facilitation of curriculum development processes.

Should that kind be conceptualised, Ong’ondo said the country can also think about other roles it should be given and one of them could be funding models for higher education and resource mobilisation for implementation of education.

The proposal is premised on the fact that the country has had close to 10 or more Commissions, task forces or presidential working parties on education in the country, which have all done a good job.

These include the Ominde Commission of 1964, Gachathi Commission of 1976, Kamunge Commission of 1988, Koech Commission in 1999, Douglas Odhiambo taskforce in 2012, Fatuma Chege taskforce of 2019 and now there is the Presidential Working Party on Education Reforms

“When you read all these taskforce reports keenly, and I have taken time to analyse their objectives and key recommendations, you find a bit of consistency. Incidentally the consistency is towards Competency Based Curriculum. It says we should have a curriculum that is flexible, gives every learner an opportunity and values and to that extent we are consistent,” he explained.

He however said there are some variations in terms of their suggestions on content, pedagogical approaches and suggestions on resources as well structure of basic education

“Because of that, it means every time recommendations come, the country is geared towards how to implement and before you have settled another commission report comes up. Even as we talk now, the current working party has come up with recommendations and I do not think it will be the last,” he stated.

Ong’ondo said one of the reasons that CBC has survived is because the President was fully briefed about the system and he believes in a curriculum where every learner has a future.

At the same time, Ong’ondo called for the need to have a consistent curriculum development framework in Africa.

“The real reason for that is that the vision for curriculum development across Africa is shared and our vision is to catch up with the rest of the world,” he said.

The Director noted the need to provide flexible curriculum where no learner is left behind, saying it is essential for Africa to create a system whereby as people move from one country to another in the continent because of work, culture and relatives, learning can continue.

He also said a framework is required because right now, the East Africa has one that guides curriculum development and implementation in the region and so does West and Southern Africa.

“It is now time to harness this so that we are able to move together. Kenya is one of the few countries that have a Basic Education Curriculum Framework so we are telling leaders in their countries to come up with their own,” he said

If an African Curriculum Development Framework is to be developed, it means harnessing what other countries have and Kenya will take leadership by showing what it has been able to produce.

Learners in junior secondary school (JSS) will have a reduced workload following recommendations to scale down the number of core learning areas from 12 to 10.

In the new changes, life skills will be combined with social studies while health education will now be taught alongside integrated science, which comprises biology, physics and chemistry.

We understand the official announcement of the changes will be made after President William Ruto receives the report of the Presidential Working Party on Education Reforms (PWPER). The tenure of the team expired yesterday and is expected to table its report anytime now.

However, the Kenya Institute of Curriculum Development (KICD) has informally instructed publishers to withhold the submission for evaluation of teaching and learning materials of the affected learning areas for Grade Eight.

Read also:

Court Halts Government’s plan to slash ECD teachers’ salaries By 50%

Machogu, Kindiki Ranked Best Performing CSs

KUCCPS on the Spot For Funds Misappropriation

Revealed: Why KUCCPS Has Delayed Calls For Second Revision

Diarrhoea Outbreak at Mukumu Girls as Over 124 Get Hospitalised

KEWOTA Calls for Automatic Teacher Promotion

Primary School Heads Acting as JSS Heads to Be Moved a Job Group Ahead

They are to submit materials for evaluation for other subjects by April 21 2023. KICD boss Charles Ong’ondo confirmed the communication to the publishers but said the matter will be firmed up after the PWPER tables its report.

The other learning areas are English, Kiswahili (or Kenyan Sign Language), mathematics, integrated science, health education, pre-technical and pre-career education, social studies, religious education, business studies, agriculture, life skills and sports and physical education.

Information and communication technology is integrated and used as a delivery tool for all the subjects. The optional subjects are visual arts, performing arts, home science, computer science, foreign languages (German, French, Mandarin and Arabic), Kenyan Sign Language and indigenous languages.

“The news hit us hard as we’re in the process of finalising the materials. We don’t know how much content will be shed off in order to combine the learning areas without making it too shallow or too bulky for the learner. This now requires new curriculum designs,” a publisher said

Implementation of JSS has so been far from smooth with learners in public schools most affected. Schools do not have enough teachers despite the government having hired 30,000 new teachers in February. Learning was also delayed by the late delivery of textbooks, which arrived more than one month after schools reopened.

Public schools also lack the infrastructure and equipment to teach new subject areas. The changes will be a relief to the learners currently in Grade Seven as they are already studying the 12 core subjects.

Prof Ong’ondo said the curriculum designs for Grade Nine are ready and KICD will call for the submission of materials for evaluation “as early as August”. This, he said, is intended to get the books in schools early before the learners report.

Grade Nine is the last class in JSS before learners sit their exit exams ahead of the transition to senior secondary school where they will choose their preferred pathways. Learners will choose from three pathways. These are arts and sports science, social sciences and Stem (science, technology, engineering and mathematics).

Kenya Institute of Curriculum (KICD) director Charles Ong’ondo yesterday dismissed concerns that the new education system is overloaded. Ong’ondo said Competency-Based Curriculum (CBC) subjects are not more than in the 8-4-4 system, saying some learning areas are meant to help learners advance as they progress.

“The JSS will give learners an opportunity to experience that which will address the goals of education. The goals are eight and if you start unpacking them, for instance, the one that says learners should be able to communicate effectively and respect other people’s culture that is communication. That gives you English and Kiswahili,”he explained.

“When you start unlocking all the goals of education then you find that they will give you a broad range of learning areas,” he added. The director said the concept of international consciousness has been covered through foreign languages while health and nutrition are critical for purposes of managing different life instances.

“Kenya is in a global community and we have to give learners enough learning areas so that even if they go abroad, or any other country in Africa, they are not going to be told they did not cover some learning areas and have to do it before they progress,” said Ong’ondo.

Read also:

Heads on The Spot For charging JSS Admission fees

List of Teachers Set to Earn their Pension

Taskforce Proposes Ban of School Fees

Urgency to Trim TSC’s Powers Proposed By Presidential Working party on education reforms

Sossion Urges CBC Taskforce to Reduce to Reduce TSC’s Powers

KUPPET Launches Fresh Push to Clip TSC’s Wings, Propose Independent Regulator

He said there is a number of lessons that should be covered in the curriculum and in the five days a week, learners have to be occupied for 45 hours a week. “Even if we were to reduce those learning areas it means that, that content has to be put in another subject so that we still have the 45 hours that we do so I want to really plead with Kenyans that we have not overloaded that curriculum.

He said that even in the 8-4-4 system, there were optional subjects like woodwork, metal work, drawing and design and Home Science, out of which learners would only take one.

At pre-primary and primary level, Ong’ondo said, learning areas are packaged into what learners can associate with but as they get to junior secondary they get more.

Education CS Ezekiel Machogu has reinstated the operations of the Tvet Curriculum development and assessment certification council.

A circular sent out to all principals in the Tvet sector clarified that licensing of CDACC courses will continue.

“Training institutions are henceforth allowed to admit trainees in the already licensed cdacc courses,” the circular reads.

The circular was signed by Tvet PS Esther Thaara and copied to Machogu, Tvet Authority Director General Kipkirui Langat and Kenya National Qualifications Authority Acting Director General Alice Kande.

Knqa and Tvet authority were directed to facilitate accreditation of developed competency based education.

Read also:

Primary School Teachers to Earn Special Administration Allowance

Demotion Awaits Heads in Job Group C2 Due to CPG

KUPPET Calls For Removal of Job Group C5

Union Wants More Teachers Promoted in The Revised TSC’s Promotion Advert

Distribute Promotion Slots Equally in all Job Groups, KUPPET Tells TSC

TSC To Generate December 2022 Interview Merit Lists From These Existing Data Before Vetting at Sub-County Offices

TSC Uses Merit Lists To Distribute Deployment Letters to P1 Teachers

Barasa to Move to Court Over Moi DEB Results, Wants Invigilators Prosecuted

This means that a previous directive dated September 12,2022 and which revoked the Tvet licensing has been overturned.

Then former Head of Public Service Joseph Kinyua had ordered the transfer of the powers of the council mandated to design and develop the TVETs curriculum.

This however ran into headwinds after MPs ordered that the power transfer follows the right channel, which includes law amendment.

Kinyua’s directive sought to transfer functions from the Curriculum Development Assessment and Certification Council (CDACC) to the Kenya Institute of Curriculum Development (KICD).

If the move was to be implemented then the powers to develop curriculum in TVETS would have been handed by KICD and KNEC.

According to a report by the National Assembly Budget Committee, KInyua’s proposal would have faced legal hurdles.

The report that was signed by then Budget Committee chairperson Kanini Kega clarified that CDACC was established under an Act of Parliament which is still functional.

“This proposal may face legal hurdles if it is implemented without amending TVET Act 2003,” the report reads.

The lawmakers explained that KICD and KNEC should not be handed the curriculum powers before the law is amended.

“That the functions of CDACC should not be transferred before the relevant law is amended to give it the full force of law,” the report reads.

Read also:

KUPPET Launches Fresh Push to Eradicate Boarding Schools

KNEC Issues 14 Tough Guidelines Ahead of 2022 KCPE, KCSE & KPSEA Exams

Machogu: This is How I will Deal With Exam Cheating and Ensure Successful Transition to Grade 7

Machogu: This is How I will Deal With Cartels, TPD and Delocalization

Model to Ensure Rich Parents Pay More Fees underway

Machogu Pledges to Reduce Cost of CBC

Students Report a High-Handed Principal to Sub-County Director of Education

Sossion Urges CBC Taskforce to Reduce to Reduce TSC’s Powers

KUPPET Vihiga suspends allowances for Union officials

Details to Be Filled By Supervisors and Invigilators During Registration

The Kenya National Examination Council (KNEC) has said it will establish mechanisms to assess coding syllabus for primary and secondary schools once they officially receive from the curriculum developer. KNEC Chief Executive Officer (CEO), David Njengere yesterday said that the examining body has an obligation of assessing all curricula developed by Kenya Institute of Curriculum Development (KICD) and coding has already been approved. He said the bulk of the work is with KICD to ensure the curriculum is submitted to KNEC so that it can prepare for assessment.

“As soon as we receive it from KICD, we will put a mechanism in place to ensure the curriculum is assessed and this is going to be done in a way that it will not disadvantage any child,” Njengere said. He made the remarks during a symposium in Nairobi, organized by Kenya Association of International Schools (KAIS) and Kodris Africa, which has developed the platform for coding syllabus.

Read also:

Face to Face TPD Training to Begin in December

Full List Of Teachers Awarded During 2022 World Teachers Day Per County

Teachers To Wait Longer For Salary Increment in Ruto’s Government

Big Loss to Teachers as Court Declares TPD Legal, Urges Teachers to Register

KUPPET Faults Government For Excluding Key Stakeholders in CBC-Review Task-Force

Civil society: CBC Taskforce Lacks Inclusivity

Stop Interference in Teacher Training and Stick To Your Mandate, VCs Warn TSC

Narok Teachers to Get Hardship Allowance if Proposal by Olekina, Ntutu Sails Through

“We all know that in 2017, the Government supplied digital devices to all public primary schools and we have been using those devices to facilitate instructions in schools. So, if the coding curriculum comes to use, then those children who will be having those devices will use the same for the assessment,” Njengere explained.

During the symposium, some 120 schools participated, which underscored the urgent need to teach coding right from an early age, saying it is one of the pillars in engineering and computer science and a fundamental building block for information technology. Some of the schools’ present were Rusinga, Oshwal Academy, Braeside, Brook house, Peponi House Preparatory, Premier Academy, Banda, Riara group of schools, Braeburn, Roseline Academy, Machakos School and Aga Khan among others.

Kodris Africa CEO, Mugumo Munene said they are introducing curriculum materials to international schools so that they can consider it as part of what they deliver in schools when teaching coding. “The curriculum we have developed is not for one segment of schools or the other, it is deployable to an international school environment, private or even a public school,” Munene explained. On certification, Munene said they are looking at two perspectives where an exam body like KNEC and also working with the industry to see whether they can give certification of certain levels to those who graduate from high school.

“The question of certification is important to any school or parent in terms of if we study, what happens next. We are looking at it in two perspectives, one of them is certification by an exam body like KNEC and we are delighted by its remarks that they are looking forward to assessing this material and establishing a system through which this can be examined,” Munene explained. It is projected that by 2030, 50 – 55 per cent of all jobs in Kenya will require some level of digital skills with the demand being primarily driven by enterprises adopting digital technologies. KAIS Head of Secretariat, Jane Mwangi said they felt the need to hold a conversation about coding because KICD has already approved the content through Kodris Africa.

“We are gathered to discuss digital skills that can be offered to primary and secondary schools in Kenya. International Schools have been offering computing and coding for years and we felt it was time we spoke as a country because digital skills are very important, it is the way we are all moving. We have invited industry to tell us how we can prepare students for the world of work,” she said. They said that the industrial revolution right now is towards digital skills so teaching coding in primary and secondary schools is a step in the right direction.

Parents having Grade 6 candidates have been cautioned against purchasing model test papers for the pioneer competency-based assessment exams to mark the end of primary school at grade six. The competency-based curriculum (CBC) exams are scheduled for November this year.

Already, there are business people selling models of the test papers for the summative assessment, which will account for 40 per cent of a learner’s score. The remaining 60 per cent will be obtained from formative assessments sat in Grades 4, 5 and 6.

It is the final score that will be used to place learners in junior secondary school (JSS), when the  pioneer class will be transiting in January 2023.

“Because learners are going to be assessed in Grade 6, there are people selling model papers supposedly for that grade. Do not buy them; they must be approved by KICD. We want to make this assessment as natural as possible, almost like what they do in school on a day-to-day basis,” said Kenya Institute of Curriculum Development chief executive Charles Ong’ondo.

Read also:

Urgent Call For Examiners-Apply Now

Ministry Of Education Advertises Over 300 Part -Time Job Vacancies-Apply Now

List Of Schools That Will Host Junior Secondary Schools Per County Under CBC

Multiple Choice Exams For Grade 6 KPSEA Ready: KNEC

Lobby Group Backs Ministry in Push to Scrap Boarding Schools Under CBC

Teachers of Technical Subjects to Teach in More Than One School Under CBC

“Let parents expect a low stakes assessment because we already have 60 per cent of their ability through 20 marks from Grade 4, Grade 5 and Grade 6,” said Prof Ong’ondo.

According to Ong’ondo, the curriculum allows learners an opportunity to explore their potential and interests before choosing their preferred pathways in senior secondary school in JSS.

“This is consistent with the psychological age of these children. They are aged 12 or some of them who are a bit older will be 13, 14 and 15. Psychologically, that is the most volatile age for all human beings. They want to explore, in school you will see them excelling in sciences but next term their attention shifts to arts. It’s fine because it is an age of exploration,” Ong’ondo stressed.

Ong’ondo was speaking during the Kenya Private Schools Association (KPSA) conference in Mombasa, where he said the CBC curriculum emphasises the achievement of demonstrable learning outcomes in every learner at different levels. At the pre-primary school level, CBC concentrates on giving learners interactive skills.

The Kenya Institute of Curriculum Development (KICD) together with Ministry of Education(MOE) have announced a raft of changes in learning areas taught in Grade 1,2 and 3.

The changes affect language subjects under the Competency Based Curriculum(CBC) offered in lower primary.

Through a letter dated 5th April 2022,sent to all County Directors of Education,the KICD and MOE have approved the name Indigenous Language Activities to be used instead of Literacy Activities.

Read also:

National Schools In Kenya Per County

You Can Download KCPE 2021 Result Slip from Today-See Procedure

How to download KCPE 2021 Result Slip Online Using Your Mobile Phone

Call For 2022 Equity Bank Wings To Fly Scholarship Applications- Apply Now

High School Scholarship opportunities

Another change that has been made is on Curriculum Designs formally known as Syllabus.

The Ministry and KICD have made changes in the number of lessons for English Language,Kiswahili Language and Indigenous Language.

Below is the letter to that effect.

ALL COUNTY DIRECTORS OF EDUCATION

RE:REVISED CURRICULUM DESIGNS,PUPIL’S BOOKS AND TEACHERS GUIDE FOR GRADE 1.2 & 3 ENGLISH,KISWAHILI AND INDIGENOUS LANGUAGE ACTIVITIES

The Kenya Institute of Cumiculum Development(KICD)in collabaration with the Ministry of Education(MoE) has completed the review of the English Language. Kiswahill Language and Indigenous Activities Grade 1.2 & 3 based on the recommendations from the Report on the implementation of Languages in Grades 1,2& 3.

The Ministry of Education(MoE) approved the change of name from literacy Activities to Indigenous Language Activities.Additionally,the MoE approved the review of the cumiculum designs for English Language,Kiswahili Language and Indigenous Language activities for Grade 1, 2 &.3 in line with the revised time allocation as follows:English Language (5 lessons), Kiswahili Language (4 lessons) and Indigenous Language activities (2 lessons).

The purpose of this letter is to inform you on the change of name of literacy activities and lesson allocation for Grades 1, 2 &3 in English Language,Kiswahili Language and Indigenous Language activities as well as time allocaled to these learning areas.

All primary schools are therefore expected to start implementing the changes in term 1 that begins on 25th April.2022.

Ensure all the schools get this information on time.

DR.MARY GATURU,HSC FOR:PRINCIPAL SECRETARY

The changes are captured in the new revised Curriculum Designs which have been released for use.

Teachers, curriculum developers and the education ministry have supported a move to prioritize chess games in the curriculum.

This follows a petition by Fred Sagwe and other teachers which sought the inclusion of chess games in the curriculum.

Kenya Institute of Curriculum Development (KICD) CEO Charles Ongondo said the indoor game is part of the Competency-Based Curriculum.

However, Ongondo explained that the students are not compelled to play any of the games that it’s by choice.

“The curriculum provided an opportunity to learn and explore games so it is important to assure the country that these are already provided,” he said.

Ongondo was speaking during a senate education committee on Thursday.

Read also:

Revealed: KCPE Marks Awarding Details Per Subject Ahead of Next Week’s Release

High School Scholarship opportunities from 250 KCPE Marks

TSC Lowers Qualifications in Current Mass Hiring of Teachers-Apply now

TSC Completes Plans To Re-tool 60,000 Teachers Ahead Of JSS

Call For 2022 Equity Bank Wings To Fly Scholarship Applications- Apply Now

Court Dismisses KNTPG in TSC Case, Cites Lack of Legal Structure

TSC Completes Plans To Re-tool 60,000 Teachers Ahead Of JSS

No Single Paper Has Been Leaked, Magoha

He urged the association of chess players to liaise with KICD to ensure the training offered to teachers is approved.

Senators raised concerns on how well teachers have been trained to take learners through the chess games.

Senate Education Committee Chairperson Alice Milgo hailed a number of institutions that have already taken up chess as a subject for learners.

Milgo said students have the freedom to select what indoor game is of their interest.

The Ministry of Education could not be represented in the webinar due to the ongoing KCSE exams.

Teachers Service Commission noted that teachers are generally trained for Physical Education and not specific games.

TSC Director of Quality Assurance Reuben Ndamburi said the issue with this inclusion is merely funding, which he said will be addressed by the Education Ministry.

“Just like any other sporting activity, chess is there in our schools, maybe the problem is just funding,” Ndamburi said.

However, Ndamburi reiterated that indoor exams are not extracurricular activities in the Competency-Based Curriculum.

In CBC games form part of the subject; Physical and Health Education which is a compulsory subject.

This subject aims at enabling the learner to acquire relevant practical knowledge, skills values and attitudes.

Ndamburi urged the chess stakeholders to liaise with the commission before training any teacher for the game.

“We want these chess associations to get authority from TSC so that we can have a rationale of planning so that in case a teacher is out for chess training, learning still continues,” Ndamburi said.

The petitioner, Fred Sagwe wanted the ministry of education to include chess in the school games calendar.

Sagwe said, with adequate funding, training and implementation of the game will be made possible.

“We have more than twenty teachers with international certificates in training chess and we would like the Ministry of education to help us,” Sagwe said.

The annual subscription of annual chess Kenya foundation is Sh1200 annually.