CURRICULUM INNOVATIONS IN KENYA

NATIONAL IDENTITY AND UNITY

SOCIO-CULTURAL, MORAL, ETHICAL DEVELOPMENT

COGNITIVE AND GLOBALIZATION GOALS

INDIVIDUAL - NATIONAL ECONOMIC GOALS

PSYCHO-SOCIAL GOALS

A GOOD EDUCATION QUALIFICATIONS

QUALITY EDUCATION

Human Resource Development

The first education commission(1964)

Strengthening of science in curricula

The second education commission (1976)

The 8:4:4 education system (1985)

The vocational and technical orientation of the curriculum (1988)

Equipping learners with work-related skills

Strengthening of the teaching of science

Compulsory subjects of agriculture and business education

Re-Alignment of education sector (2010)

ICT and Entrepreneurship: Compulsory subjects in all levels

Changes in the history and geography curricula (1964)

KOECH commission-1999

Localize content and teach history from the African eyes

Teaching of Kiswahili

Inclusion of African music and dance

Patriotism

The 2012 Task Force

Citizenship education

Teaching of Kiswahili

Introduction and strengthening of the teaching of cultural studies subjects

Cultural subjects in primary and secondary levels

Social studies

African music in primary school

Social education and ethics

Medium of instruction

Teaching of foreign languages

Pedagogy

ICT education

Curriculum design and assessment

a shift from teacher-centred to learner-centred curriculum

In-service training and education for teachers

English medium

A movement towards integration of subjects

Curriculum design approach

Mother tongues

French and German

Computer studies

Curriculum to respond to new social challenges

Life skill subject

Developing learners' psycho-social knowledge and skills

Decision-Making

Interpersonal relationships

Stress and anxiety management

Problem-solving

Effective communication

Critical thinking

Assertiveness

IMPEDIMENTS OF CURRICULUM REFORMS

Remained at the level of intentions-little implementation

Lack of trained teachers for implementation of the new curriculum

Negative attitudes towards vocational education

A superficial change in curriculum with little change in its philosophy

Limited human and material resources

Lack of knowledge, skills of teachers

Infusing messages of emerging issues

The over loaded curriculum and requirements

Benefits to community and nation

Non-cognitive gains and positive behavior change

Positive impact on the lives of individuals

Cognitive skills

Positive impact on education itself

Five dimensions: Quality learners, learning environments, content, processes, outcomes

Effects on the needs of learners, family, society

An input-process-output approach

Improvement of students and societies

Students' performance in examinations and assessment tests

Pre-vocational subjects, skills

Practice skills orientation

Business oriented subjects

Return to agricultural science

Pre-vocational subjects