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