The nomination of university don Fatuma Chege as the principal secretary for Competence Based Curriculum firms up Kenya’s review of education system from exams-heavy 8-4-4 to talent-leaning 2-6-3-3-3.
Prof Chege chaired the CBC task force. Ahead of her nomination, Julius Jwan and Sara Ruto who were CEO and chairperson of the Kenya Institute of Curriculum Development (KICD) were appointed to key positions at the ministry.
Dr Jwan is a principal secretary while Dr Ruto, a former Kenyatta University (KU) don, are principal secretary and chief administrative secretary in that order. Prof Chege has been a senior administrator at KU while Dr Jwan taught at Moi University.
The creation of a distinct department is the boldest step yet in this journey and is an excellent opportunity to make these reforms a crucial aspect of Kenya’s educational culture.
Education reforms come when a country is worried about values, competence and leadership abilities of its graduates. Today, topping the concerns is creation of jobs or producing graduates who can employ themselves while leaning on values such as commitment, grit, risk-taking, and creativity.
When the 8-4-4 system of education was unveiled, its design showed the finest of intentions. However, hiccups such as funding compromised its implementation, derailing the original intended impact as teachers struggled to see its success.
With CBC, Kenya has the opportunity to break away from the notion that education must be based on written examination and passing with the so-called flying colours, what is cited as the killer of creativity.
Gaining knowledge and sharpening skills of learners in various areas of interest is a fine and solid cause. The CBC team ought to achieve that. Dr Ruto, Prof Chege, Dr Jwan and their teams ought to be the rainmakers in Kenya’s quest for skills and knowledge glory.
As top entrepreneurs will agree, rainmaking is not a walk in the park and this team had better learn that early. Kenya is banking on them for a turnaround at a time a large population has lost hope but keep wondering whether its education is relevant or not.
One of the things that the team must get right is to recruit many teachers, communities, and other stakeholders like education experts to midwife the CBC implementation. Without getting the support of as many stakeholders as possible, the CBC journey may be compromised and get derailed.
Without timely and appropriate communication, the most essential part of any reform could be lost. The government must allow full participation in the reforms by stakeholders so that they own the new curriculum and make the most out of it.
The CBC department ought to identify areas educators were hitherto blind to and the society weak in. For example, in transitioning from 8-4-4, some of its aspects should be reserved and strengthened.
If the old system got a bad name because of leaning on written exams, 2-6-3-3-3 must give every learner, from pre-school, a chance to make informed choices to explore their God-given potential to the fullest.
CBC emphasises practical education, identifying talents, and refining them to benefit individual learners and the society at large.
Other than the academic subjects, dancing, sports, singing, filming and other activities are not just meaningful. They are, according to German philosopher Johann Friedrich Herbart, the aesthetic revelation of the world.
The talents can be developed into a nation’s finest gifts, both for local and global consumption.
So, CBC funding will be a priority in delivering the right teachers, reviewers, and infrastructure.
Kenya does not just want quality education, it needs a more responsive schooling that delivers faster progress and a stronger economy.
aplainteam@gmail.com
