How Education Act 2013 has influenced curriculum change in Kenya.

The basic education act No.14 was enacted in 2013 and paved way to the change of the 8-4-4 system to the competency based curriculum.

The 8-4-4 system needed to be replaced, as it was deemed to be too academic and exam oriented and did not take into consideration a learner’s gifts and talents.

The new curriculum is anchored in the national goals of education and seeks to nurture every learner to be an empowered, engaged and an ethical citizen.

The basic education 2013 act influenced curriculum change in several ways. Some of those ways are;

The establishment of the National Education Board

Section 5(1) of the basic education act, recommends the establishment of the National Education Board.

This board was responsible for spearheading the curriculum change by initiating proposals for education policy reforms and holding stakeholders engagements on the need for a competency based curriculum.

Thanks to the National Education Board and the County Education Board (also established under the act), the CBC came to fruition.

The establishment of educational institutions to cater for gifted and talented learners

The basic education 2013 act section 28(2) recommends the establishment of relevant education institutions to cater for gifted and talented learners.

The 8-4-4 system made little provision for gifts and talents thus had to be changed.

One of the strengths of competency based curriculum is that it is learner focused and is responsive to a learner’s strong points. It provides flexible education pathways for identifying and nurturing a student’s talents and interests early in their life.

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Parents participating in their children’s education

Section 31(3) states that a parent or a guardian shall have the right to participate in the character development of his or her child. This has been captured in the communication and collaboration competency of CBC.

The competency enables parents and guardians to take part in their children’s learning by empowering them to contribute to the learning outcomes of their children and to be engaged in all levels of their basic education.

Provision of quality basic education

Section 29(f) of the act states that, the government shall provide quality basic education conforming to the set standards and norms.

The 8-4-4 system was not ideal as it did not impact a learner with the necessary skills for sustainable development and career progression.

Assessments which is crucial for the provision of quality education, was limited to summative assessment only.

In the new curriculum there is a balance between formative and summative assessment. This enables a learner not only grasp the content but also understand it in a way that he or she can apply the knowledge in their daily life.

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