This archive report was first published on 21 September 2019.
Kenya's education system has reached a critical juncture with the introduction of a new competency-based curriculum, which aims to shift the focus from examinations to continuous assessments. The first nationwide assessment under this new system took place last week, but it has been marred by widespread criticism and concerns about its implementation.
According to officials, the new curriculum, which replaces the current 8-4-4 system with a 2-6-3-3-3 structure, aims to 'develop learners wholly' and provide a more holistic approach to education. However, teachers' unions have raised concerns about the lack of adequate training for teachers, while civil society groups have warned about the potential for the new system to widen the country's existing inequalities.
Parents have also expressed frustration with the new system, citing excessive homework and the burden placed on them to support their children's learning. The government's reaction to these concerns has been criticized as dismissive and punitive, with the secretary-general of the Kenya Union of Teachers, Wilson Sossion, being targeted with strong-arm tactics.
Despite the government's efforts to implement the new curriculum, the recent assessment has exposed several flaws and goofs, suggesting that much of the criticism is valid. An education expert working for an international development agency pointed out several issues with the assessment, including the overbearing presence of teachers and the lack of materials for students.
While it is too early to declare the assessment a flop, the obvious relapse to old habits and the public display of ill-preparedness should serve as a wake-up call to the government. It is essential that the government listens to all critics of the new curriculum and addresses their concerns to ensure the success of this ambitious education reform.
