This archive report was first published on 8 July 2019.
Published on July 8, 2019, the task force carries the hopes and expectations of the Kenyan public as it aims to clarify gray areas in the implementation of the Competency-Based Curriculum (CBC).
The CBC, rolled out at the beginning of the year, has been criticized by teachers' unions and the public at large due to ambiguities in regard to examinations, transition, and the competence of teachers to handle it.
Despite the challenges, the curriculum represents a much-required shift from the 8-4-4 system and has the potential to fundamentally transform the country's education.
On paper, the system is impressive and ideal, promising to end over-reliance on summative exams in determining who proceeds to the next level of education and focusing on individual talents and interests as opposed to academic work only.
However, six months into the roll-out, the Education ministry has not explained how learners will be examined to pave the way for transition, leaving many questions unanswered.
Top ministry officials have stated that Grade Three pupils will be assessed to determine if they have understood what is being taught, but they will not be ranked. Yet, it remains unclear what will happen to pupils deemed to have performed poorly.
The task force, made up of educationists and other academics, will also have to figure out where Grades Seven, Eight, and Nine will be placed in the new scheme of things, a crucial issue that will impact on infrastructure, school management, and distribution of teachers.
Concurrent with this is how to ensure that the majority of the close to half a million teachers in both public and private schools are fully trained on the system and that all the teaching and learning materials are provided.
