Title In-Progress Reflection IBE-UNESCO Director Coordination and Production Team at the IBE-UNESCO Author Keywords The Why, What and How of Competency-ased Curriculum Reforms: The Kenyan Experience Current and Critical Issues in Curriculum, Learning and. Assessment June, 2017, No.11 IBE/2017/WPICD/11 Dr. Mmantsetsa Marope Renato Opertti Lili Ji, loanna Siakall, Hyekyung Kang David Njeng’ere Kabita, Lili Ji Competency-based approach — curriculum — curriculum reform — Kenya — Sustainable Development Goals (SDGs)Open Note of the IBE Cian, the focus areas of the In-Progress Reflections series encompass, a rs () Earl Resanand Care and Education (ECCE) asa foundation of holtlechid Geclornes sdleater th Canad nd writing ln early grades to suppor the development of essanislocr renee (i) Youth Taree, and competencies for Youth in the early 2ist century (covering fore nasty informal education}; (v) ICT curecula and inclusive pedagogy contributing te oerane wean ane {earning outcomes; (v) STEM (Science, Technology, Engineering and Matherate) onions sactanaeye development; (vi) Curriculum for Global citizenship Education [peace hunen nhac Sustainable development, values, ethics, multiculturalism, etc); (vl) Assessinent wo enhanc ed Support learning opportunities; an (vil) Inclusive education as an over guiding princpieof cheestog systems, ‘The series of reflections covers a wide array of knowledge products, among them: discussion papers, Policy briefs, frameworks, guidelines, prototypes, resource packs, learning tools and multimedis resources. These materials are discussed, refined, used and disseminated engaging education and curriculum agencies institutes, and in particular curriculum developers and specialists, development experts, policy makers, teacher trainers, supervisors, principals, teachers, researchers and other educational stakeholders, In addition, they serve as reference materials forthe IBE menu of capacity- development training on curriculum, learning and quality education ~ namely masters, diplomas, certificates and workshops — to forge policy and technical dialogue involving a diversity of stakeholders and to support sustainable country fieldwork. Through blogs and e-forums, we encourage the audience to actively interact and bring in diverse Perspectives. Effectively, the online space for reflection allows us to stay connected, facilitates ‘exchange between experts from different regions of the world, and truly fosters continuous reflection on the issues concerned. The blog is structured to gather diverse resources, which include tools and documents (as previously mentioned) under specific themes to provide a complex and rch set of, materials targeted to the specific needs of Member States. The In-Progress Reflections will capture relevant visions, views and comments shared by the audience, and serve asa key resource to support ‘Member States’ efforts in mainstreaming relevant findings and effective practices in national policies, curriculum frameworks and developments and in professional practices. Dr. Mmantsetsa Marope: Director, International Bureau of EducationCurriculum reforms Sarecutum Is the vehicle through which a country empowers is citizens with the necessary knowledge, ls, attitudes, and values that enable them to be socially and economically engaged and empowered, for personal and national development. Curriculum should, therefore, meet the needs of the individual citizens and the nation. The need for curriculum change Is prompted by many factors. Tyler (1949, p. 1) observes that educators need to reflect on the following four questions, when planning change In education, and especially the curriculum: |. What educational purposes should the school seck to attain?; ll, What educational experiences can be provided that are likely to attain these purposes?; Nl, How can these educational experiences be effectively organized?; and M How can we determine whether these purposes are being attained? According to UNESCO’s International Bureau of Education (IBE-UNESCO) (2015), which Is a UNESCO Institute that specializes in the policies and processes of curriculum developmentand implementation, and in learning content and methods, curriculum articulates educational domains (policy-making, educational planning, curriculum development, teacher education, student learning and assessment, etc.) to give effect to lifelong learning. Therefore, curriculum development and change should be Buided by a holistic and systemic approach, which Is critical to ensuring effectiveness and sustainability, instead of a piecemeal approach. Such change processes should be based on broad consultations, in order to ensure relevance, common understanding, ownership, commitment, and support. Why curriculum change in Kenya? The question ‘Why is curriculum change necessary?” is one that every country and curriculum planner neéds to think through very carefully. Asking this question ensures that change is well planned and not an ad hoc affair. It assists the curriculum planners to remain focused and even set and sell the agenda for change, while roping in the much-needed support from all stakeholders. Almost all citizens in a country are stakeholders in education by way of being parents, learners, employers, teachers and siblings or relatives of learners. Curriculum change is, therefore, a high-stakes, technical, political, and sensitive issue, There are many cynics and sceptics who challenge initiatives to change, and therefore the rationale for curriculum change should be well thought and communicated efficiently and effectively. Kenya has only experienced one major curriculum reform since its independence, in 1963. The reform ‘was prompted by a change in the structure of the Kenyan education system in 1985. Ironically, the reform was incidental, and not initially anticipated. In 1981, the government set up an Education Commission, named ‘The Presidential Working Party on the Second University in Kenya’, with a singular mandate to advise on the establishment of the second university in Kenya. However, in the course of its deliberations, the Commission advised the government that it would be prudent to reform the country’s education structure and curriculum. This culminated in the change of structure of education from 7 years of primary education to 8; from 6 years of secondary education to 4; and from. a minimum of 3 years of university education to 4, hence the 8-4-4 system.2008; and a national needs assessment study, also conducted by KICD in 2016. The Kenya Vision 203052> which is the country’s blue Print for national development, also points towards the need to reform the country’s education in order to equip citizens with the necessary knowledge, skills, attitudes, and values to achieve the nation’s social, economic, and political aspirations. A major challenge of the current curriculum is that it is too ri jid and has limited to align basic education with children’s career interests, aptitudes, and abilities. The system seems to serve best those who score high grades in the traditional subjects (English, Maths, Sciences, and Humanities) at the end of secondary education, and then proceed for higher education and take up white-collar >> “Tobs. This séems to be the predominant preoccupation of the Kenyan education. Whereas the country certainly requires learners who perform well in the traditional subjects and proceed to train for careers in medicine, engineering, law, and other traditional careers, the reality is that there is no country in the world that designs its education system with the aim of having all children join universities for the few traditional careers. There are many children whose aptitude, interests, and abilities lie in vocational education, arts, and sports. Its also worth noting that the Kenyan economy has many (self) employment opportunities in these fields. Furthermore, the job market in the 21" century is evolving > to create more opportunities in small and micro enterprises rather than the traditional models fe employment in careers like teaching, medicine, engineering, etc. Finally, the traditional knowledge- based curriculum suppresses the students’ interests in learning, and prevents them from developing talents and pursuing higher education. The integration of Kenya in the East African Community (EAC) is another reason for the curriculum 6 reforms. When the five East African countries (Kenya, Uganda, Tanzania, Rwanda, and Burundi) resolved to create the EAC, one of the objectives was to foster cooperation and integration. One way of achieving this was through promoting movement of goods and services across the five countries, Movement of labour required that the curriculum for the partner states was harmonized to enhance ‘mutual recognition of certificates (EAC, 2007, p.76). This culminated in the development of ‘A Framework on Harmonization of Curricula, Structure and Examinations in the EAC’ (EAC, 2012). The standards and competencies require that all partner states reform their curricula, structure, and examination systems to align them to the EAC Framework (EAC, 2012). Finally, Kenya is also a signatory to the United Nations’ Sustainable Development Goals (SDGs) that were unveiled in 2016. General education and specifically the curriculum that learners interact with will play a major role in helping Kenya achieve these goals by 2030. The curriculum reforms provide an excellent opportunity to align the education sector to the SDGs. What curriculum changes? Whenever the idea of curriculum reform is mentioned in any country, people are bound to ask ‘What will change?”. This is an important question because curriculum planners have to be quite clear and communicate not only what they plan to change, but also other unintended, and sometimes forgotten, areas that will change as a consequence of the planned curriculum changes. Many people are apprehensive about change, especially when they are not sure of what is changing and how this will affect them.Furriculum Is influenced by both national needs and international trends. KICD undertook several International benchmarking visits to South Korea, Canada, China, and the Netherlands, among other countries, The Institute also collaborated with universities, Ministries of Education, the Teacher Service Commission, Teacher Unions, and employers, among other stakeholders, to carry out a national needs assessment study in 2016. This helped to identify critical issues that needed to be addressed through the curriculum reforms, while it also enhanced stakeholder participation. There was also reassurance that the planned changes had been informed by both local needs and global trends. The national needs assessment study revealed that the majority of Kenyans perceived education as a Powerful tool to reverse the current dire social and economic challenges the country faces, like high rates of unemployment and underemployment. Most Kenyans felt that education could help to address this. There was also a general feeling that the education system emphasised acquisition of knowledge with no pedagogical emphasis on application. This also influenced the examinations, which mainly tested memorisation. Most Kenyans felt that there was a need to adopt a competency-based approach (CBA) that would promote application rather than mere acquisition of knowledge. Kenyans also expressed the desire to have a curriculum that empowers learners with 21% century skills to help. them thrive rather than survive in this era. Based on this feedback, KICD proposed to adopt a ‘competency-based curriculum approach in the reforms. On the other hand, the country has experienced serious social challenges, including ethnic-related strife, like the 2008 post-election violence that resulted in the death of over 1000 Kenyans and destruction of property along with displacement of thousands of people from their homes. Furthermore, the country is struggling with social ills, especially among the youth, like drugs and substance abuse and rebellious behaviour. For the adult population, there are many challenges caused by corruption and negative ethnicity. Kenyans expressed the need for these, and many other issues, to bé addressed through the curriculum. The needs assessment study findings were disseminated through a national stakeholders’ conference presided over by the Deputy President. Kenyans, overwhelmingly, endorsed the need to reform the curriculum. Basic Education Curriculum Framework In line with international best practices and based on the need to anchor the curriculum reforms on a well-thought-out and comprehensive plan, KICD developed a Basic Education Curriculum Framework in 2016. The following is a brief discussion of the components of the Framework: The vision The vision of the curriculum reform is ‘an engaged, empowered and ethical citizen’. The curriculum: reform envisions to: Enable all young people to become productive and responsible citizens, who take their place in the world with confidence and pride. Develop independent, confident, co-operative and inspired learners, who love learning and are keen, focused and able to apply what they learn. Ensure that future generations of Kenyan citizens are committed to being good national and global citizens, equipped with the skills, knowledge, attitudes and values to thrive in the modern world, while being confident and proud of their rich cultural heritage. * Enable young people to co-operate with their peers around the world through enhanced digital literacy and mastery.The mission The mission of the curriculum reform is to ‘nurture every learner's potential’. n order to achieve this, the curriculum will provide opportunities to identify the potential that every learner brings to school and to nurture this potential through the learning pathways and tracks provided at senior secondary school. No child should be labelled a failure at the end of basic education. The maxim that KICD Is Persuading the country to adopt Is that ‘learners do not fall; it is systems that fail. This means that when learners aval themselves to come to school, itis the responsiblity of the system to ensure that they learn the core curriculum and that their potential in terms of aptitudes and interests is used to guide them through the education offered, especially at senior secondary school. This will enable them, at the end of basic education, to have a clear view on the future careers and areas of further education that they will engage In. Values Ina State of the Nation address, the Kenyan President directed that values should be taught at every level of the education system and that the work of mainstreaming ethics and integrity awareness in ‘the public and private education curriculum should be expedited (Nation Reporter, 2015). To address the challenge of teaching values, KICD has collaborated with stakeholders to design a pilot ‘study on value-based education to facilitate development of a model on how to teach values effectively. The Institute is cognizant that although teaching values is critical in curriculum reforms, how to teach them may require a ‘whole-school approach’ that maximizes the available learning opportunities through formal, non-formal, and informal learning dimensions. Based on extensive engagements with stakeholders and a study on value-based education (WERK, 2015) the values that will be taught in basic education are: Lk Love Il. Respect Ill. Responsibility Iv. Unity V. Peace Vi. Peace Vil. Patriotism Vill, Social justice IX. Integrity Theoretical approaches To ground the conceptualization and design of the curriculum on sound education and curriculum principles, the Framework is guided by several theories, including: Vygotsky's social-cultural development theory, the primary focus of which is on supporting students through scaffolding the learning experiences. Piaget’s cognitive development theory, which will mainly provide the alignment between the maturational development of the child and how learning should be organized. Bruner’s cognitive development theory, which emphasises the importance of organizing learning in a meaningful way to build from the known to the unknown. John Hattie’s Visible Learning that emphasises the role of the teacher in terms of the impact the approaches adopted may have on students’ learning. Dewey's social constructivism that focuses on the need to adopt learner-centred approaches in curriculum design and delivery.Guiding principles ‘The Framework is based on the following principles: Opportunity Learners will be given a variety of opportunities to identify their needs, talents, and potential so that ‘they can participate In the world of work and the development of the nation. The emphasis is on equal access to education for all, ensuring that learners enjoy learning and find it relevant. Excellence Learners will be nurtured to excel in their areas of greatest aptitude and ability. The Framework values excellence rather than competition for examination grades. Diversity and inclusion Learners will be guided to appreciate Kenya's diversity in terms of race, ethnicity, gender, language, culture, and religion. It also respects learners’ different needs and abilities, valuing these within an inclusive learning environment. All learners will be accommodated, regardless of their physical, emotional, intellectual, or any other need. The Framework recognizes the different academic abilities of learners, considers individuals’ social and cognitive capabilities, needs and desires, and respects differences in the way children learn. The ultimate aim is to guarantee basic education for every learner according to their abilities and needs. Differentiated curriculum and learning Building on the principle of diversity and inclusion, the Framework ensures that curriculum content and instructional approaches are appropriate for all. It provides flexibility for teachers to adapt the curriculum to suit individuals and does not demand that every learner should learn the same content, in the same way, in the same number of hours, and at the same time, Parental empowerment and engagement Parents play a very important role in determining the success of their children’s education. They have a shared responsibility with schools to provide an enabling environment that is conducive to learning and motivates learners to fulfil their potential. The Framework provides opportunities for schools to empower parents to contribute to their children’s learning outcomes and to be engaged at all levels of their basic education. Community Service Learning ‘Community Service Learning enables learners to apply their knowledge and skills while addressing real needs in the community. It integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities. Learners will work on real problems in order to make their academic learning relevant, while at the same time enhancing their social skills, analytical ability, civic and ethical responsiblity, self-efficacy, and career development. Teachers will need to help leamers to analyse what they have learned through participating in community service and how to apply what they have learned to their academic and personal development.Guiding principles The Framework is based on the following principles: Opportunity Learners will be given a variety of opportunities to identify their needs, talents, and potential so that they can participate in the world of work and the development of the nation. The emphasis is on equal ‘access to education for all, ensuring that learners enjoy learning and find it relevant. Excellence Learners will be nurtured to excel in their areas of greatest aptitude and ability. The Framework values excellence rather than competition for examination grades. Diversity and inclusion Learners will be guided to appreciate Kenya's diversity in terms of race, ethnicity, gender, language, culture, and religion. It also respects learners’ different needs and abilities, valuing these within an Inclusive learning environment. All learners will be accommodated, regardless of their physical, emotional, intellectual, or any other need. The Framework recognizes the different academic abilities of learners, considers individuals’ social and cognitive capabilities, needs and desires, and respects differences in the way children learn. The ultimate aim is to guarantee basic education for every learner according to their abilities and needs. Differentiated curriculum and learning Building on the principle of diversity and inclusion, the Framework ensures that curriculum content and instructional approaches are appropriate for all. It provides flexibility for teachers to adapt the curriculum to suit individuals and does not demand that every learner should learn the same content, In the same way, in the same number of hours, and at the same time. Parental empowerment and engagement Parents play a very Important role in determining the success of their children’s education. They have a shared responsibility with schools to provide an enabling environment that is conducive to learning and motivates learners to fulfil their potential. The Framework provides opportunities for schools to empower parents to contribute to their children’s learning outcomes and to be engaged at all levels of their basic education. Community Service Learning Community Service Learning enables learners to apply their knowledge and skills while addressing real needs in the community. It integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities, Learners will work on real problems in order to make their academic learning relevant, while at the same time enhancing their social skills, analytical ability, civic and ethical responsibility, self-efficacy, and career development. Teachers will need to help learners to analyse what they have learned through participating in community service and how to apply what they have learned to their academic and personal development.curriculum reforms. To facili Ch - litate effect 7 competency-based curiam HeD serene ne easton, design, and development of the and Kenya National Examinations oe Quality assurance and standards officers, een neil subject secretaries recelved a series of trainings on this international unfresonESC the British Council, experts in education and carruiuns ye ese and roe erie, a UNESCO. Furthermore, three curriculum specialists benefitted from the in Curriculum Design and Development course that is offered jointly by the Open University of Tanzania and IBE-UNESCO. envy Me foneeptualized @ competency as the ability to apply learning resources and outcomes (knowledge, skills, values, and attitudes) adequately in a defined content (education, work, personal, Professional development). A competency-based curriculum Is a curriculum that emphesiees what learners are expected to do rather than mainly focusing on what they are expected te know ta Principle, such a curriculum is learner-centred and adaptive to the changing needs of students, teachers, and society. It implies that learners can acquire and apply the knowledge, skills, values, an attitudes to solve situations they encounter in everyday life. Numerous countries are currently developing or revising their curriculum In light of the global trend emphasizing on 21" century competencies. Through an analysis of the needs assessment report, the EAC curriculum harmonization framework and international best practices, KICD identified seven core competencies that every learner who goes through basic education will be expected to develop. Core competencies ‘Communication and collaboration Critical thinking and problem solving Creativity and imagination Citizenship Self-efficacy Digital literacy Learning to learn riate pedagogy, subjects, learning areas, curriculum designs, schemes of work, Geeks seca pate and ‘ther teaching learning materials will be the vehicles through which the core competencies will be developed and experienced by the learners. The approach will oe learning meaningful and provide opportunities to apply the competencies to real life situations, while also empowering them with skills for lifelong learning. Developing competency-based curriculum it on adoption of a competency- tion that kept recurring during stakeholder engagement It cor pueercane sisach was how the curriculum would be designed to facilitate acquisition of the competencies and at the same time retain subject ‘and learning areas. KICD addressed this by: II the seven core competencies; SS levels of education. For example, @ Devel | competency descriptors for all the ° aN cite er a grade six learner for critical thinking and problem solving would be, ‘Critically analyse statements made by adults and peers’; 410See earns siscomes for each sub-strand in the learning areas and subjects. Scere to develop learning outcomes to focus on knowledge, skills, '@ application of learning in meaningful contexts. Each subject Panel Is made up of 20 individuals drawn among teachers, teacher trainers, university lecturers, officials of the Kenya National Examinations Council, Quality Assurance and Standards officers, KICD subject secretaries, and curriculum support officers; Developing suggested learning experiences that promote achievement of the competency descriptors; Developing key inquiry questions that promote inquiry based learning. This is expected to not only help in contextualising learning but to also enhance differentiated instruction. For example, the teacher can vary the inquiry questions for learners of different abilities while teaching the same concept; and Developing an assessment rubric for each of the sub-strands. A competency-based curriculum requires competency-oriented learning assessment, in which formative assessment (for and as learning) is a key feature, to complement summative assessment (of learning). In order to provide examination bodies and teachers with guidance on designing and implementing competency-oriented assessment, the subject panels were guided to develop indicators for each of the four performance levels: exceeding expectations; meeting expectations; approaching expectations; and below expectations. Organization of Basic Education Diagram 1 presents a diagrammatic representation of how basic education will be organized. The country will shift from a structure of 8 years of primary; 4 years of secondary; and 4 years of university (8-4-4) to 2 years of pre-primary; 6 years of primary; and 6 years of secondary education (2-6-6). The number of years for university and other post-secondary schoo! training institutions willbe determined. by each programme offered, for example, certificate programmes will take a shorter time than university programmes. In addition, not all university programmes will take the same time, however there will be a minimum for all programmes. The structure of Basic Education will be organized in three tiers as presented and described below:Senior Schoot Focus on spectaltzation within a patheay seers Middle Schoot Education Junior Schoot Focus on broad-based curriculum, Upper Primary Diogron 1: Organization of Bax Educotion Early years education This tier will cover pre-primary 1 and 2 (ages 4 and 5) and lower primary education (grades 1, 2 and 3) (ages 6 to 8). Vision 2030 had recommended the mainstreaming of pre-primary education into primary education by 2010. This has been achieved with varying levels of success. The Framework will catalyse the achievement of this objective by: Designing the curriculum for pre-primary and lower primary education with seamless transition. The focus will be on foundation skills of literacy, numeracy and life skills, Encouraging all primary schools to start a pre-primary level. ‘¢ teacher training for early years education to allow teachers to specialise Designing pre-servic in this tler.Middle school education provide learners with op; portunities to understand thelr potential (abilities, i id a es, interests, and aptitudes) =i exploring broad curriculum. This will prepare them for selection of an appropriate pathway ick in senior secondary education that is aligned to their career interests. Senior school This tier will cover grade 10, 11 and 12 (ages 15 to 17). At this level, learners will have a choice of joining one of three pathways: Arts and Sports; Social Sciences; or STEM. Each pathway will have specific tracks as outlined below. Arts and Sports Social Sciences 3. Physical Parc Trey rey 6. Community Service Learning Cee nen Cee Peano meats Service Learning Table 1: Senior School Pathways In each track, students will choose learning areas based on their aptitude, abilities, and career interests. Physical Education and Community Service Learning will be compulsory for all learners. The emphasis in each pathway and track will not be solely on the learning areas, but also on careers and entrepreneurship opportunities after senior school. There will also be emphasis on mentorship from successful people in the respective pathways and tracks. Community Service Learning will be compulsory as it integrates classroom learning and community service that enables learners to reflect upon their experience and learn from the community, while at the same time enhancing their citizenship through service. Learners will have opportunities to: Apply their knowledge and skills in the community, providing age-appropriate and relevant services. * Interact with, experience, and learn from the community. Develop employability skills, including responsibility, flexibility, and continuous learning through reflection. © Promote their personal growth by forging strong and productive relationships. (3)Learners will al Iso be ex for gam te over the course of Sano lat 135 hs for graduation’ UurSe Of thelr thr rom basic educa traning, including universing no #4 il also be required for ine ‘ork that outlines the content to be taught for each PCI at each level of education. For example, fora PCI ike Financial Literacy, the matrix specifies that st pre-primary 1, the child can be taught conservation of resources ike water and delayed gratifieation At cover Secondary school grade 12, the earner will study, among others, how to calculate interest rates, * The subject panel members who developed the curriculum for the various subjects and learning areas were trained on how to use the mainstreaming matrix, Below is a table on the PCls, which were grouped in six broad areas: Global citizenship; Health education; Life skills and values education; Education for sustainable development; Learner support Programmes; Community Service Learning and parental engagement. Broad Area Pertinent and Contemporary Issues (PCIs) 1. Global citizenship Peace education, integrity, ethnic and racial relations, social cohesion, Patriotism and good governance, human rights and responsibilities, children’s rights and child care and protection. 2. Health education HIV and AIDS education, alcohol and drug abuse prevention, lifestyle diseases, personal hygiene, preventive health, common communicable and chronic diseases, 3. Life skills and values | Life skills, values, moral education and human sexuality. education 4. Education for Environmental education, disaster risk reduction, safety and security sustainable development | education (small arms, human trafficking), financial literacy, poverty eradication, countering terrorism, extreme violence and radicalization, gender issues in education and animal welfare. 5. Learner support Guidance services, career guidance, counselling services, peer education, programmes mentorship, learning to live together, clubs and societies, sports and games. 6. Community Service | Community service learning (entrepreneurship, financial literacy, Learning and parental _| citizenship, research) and parental empowerment engagement Table 2: Pertinent and Contemporary Issues (PCIs)Special needs education aby ae Td ented (for example, learners with visual impairment, hearing impairment, homie Y nid cerebral palsy, learning disabilities, emotional and behavioural difficulties, and be on disorders) will follow the regular curriculum with adaptations. In other cases, such as gifted and talented learners, the Curriculum will be enriched to ensure they are fully engaged and ‘he education of learners with special needs, who may not follow the regular curriculum, including those with mental disabilities, visual and/or hearing impairment, autism, cerebral palsy, multiple disabilities and profound disabilities, will focus on ‘enabling them to live Independently. The curriculum inthis case willbe stage based, not age based. They will study atthe following levels of education, with transition dependent on demonstration of outcomes. The process and implications of curriculum change The question of What does curriculum change imply?” invites interest, varied ideas, criticisms, scepticism, and cynicism in equal measure. Questions like ‘Are these changes realistic?’, ‘Do you think ¢ country like Kenya can implement such changes?’, ‘Are you sure teachers will, change”, ‘Are you sure that you will realise these changes?” are very common in most forums where the curriculum reforms agenda Is presented. Curriculum reforms, therefore, have to be undertaken with attention to both Processes and products. Management of the curriculum reform Process In order to ensure efficient and effective management of the curriculum reform process, KICD in collaboration with the Ministry of Education and the Presidency established the. following structures: Cabinet Sub-committee Parliamentary Consultations National Steering Committee KICD Curriculum Reforms Technical Committee KICD Curriculum Development and Approval Structuresadore! Seen) Committee is chaired by the Cabinet Secretary for Education. The Committee prises of all major education stakeholders in the country, including religious organizations, teacher unions, officials of the Ministry of Education, the Kenya National Examinations Council, the Quality Assurance and Standards Directorate, the industry, universities, teacher training institutions, Kenya Private Sector Alliance, teacher trainers, and many other state and non-state organizations. KICD Curriculum Reforms Technical Committee is an internal committee comprising of the officers in charge of the various levels and areas of education, including pre-primary, primary, and secondary education, teacher education, special needs education, and PCIs. The committee is responsible for Preparing all the curriculum reform plans and documents, and providing technical guidance to the entire process. The committee reports to the Director of KICD and holds regular meetings with the rest Of the Institute to update them on the reform process. The KICD Curriculum Development and Approval processes are provided in the KICD Act of Parliament (2013). The Act requires that KICD constitutes subject panels for all learning areas and subjects; course Panels, for all levels of education and training under KICD jurisdiction, to validate the curriculum; and an Academic Committee, which is the overall decision-making organ on all curriculum-related matters. The Academic Committee validates and approves the curriculum for implementation. The reform process Havelock and Huberman (1978) argue that a major challenge in planning and implementing reforms in education is a tendency to formulate ambitious transformations without adequate plans on implementation. They also observe that in many countries curriculum change follows a heavy top- down approach. However, each stakeholder holds his own perspective to educational issues. Therefore, before pursuing curriculum changes, it is crucial for policy-makers and other stakeholders to have a thorough understanding of the roles, expectations and interests of the various actors, groups and institutions that are involved in, or affected by the change process (IBE-UNESCO, 2013). In a centralised governance system, like the one of Kenya, where the constitution assigns the curriculum function to the national government, curriculum planners have to find a cost-effective and efficient approach to ensure stakeholder participation. In 2015, KICD developed a budgeted-roadmap for the entire curriculum reform process that was shared with stakeholders. This was a critical step because it helped to mobilise the necessary human and non-human resources to support the process. This was particularly important because KICD had engaged some local and international organizations and consultants, including IBE-UNESCO and the British Council, who needed to plan appropriately.KICD planned to bala ince the to; a place for both piece eine and bottom-up approach to the curriculum change. There For example, does the usenet It asa complex balance thar Teauired very and development, ma eaten Ofteachers, from allthe 47 counties in Kenya, lecisions arrived at th Qualify for a bottom-up approach? Certainly not entirely. The ‘bottom’, and in many cases this diagram below describes the relationship between the top-down and Top-Down Aspects 2 Diogram 2: Top-down and bottom-up approaches in the Kenyan curriculum reform. Capacity development for curriculum developers IBE-UNESCO was instrumental in guiding KICD in conceptualizing the competency-based curriculum; training subject specialists (70), textbook publishers (53) and teacher trainers (29) on competency. based curriculum design; and developing a monitoring and evaluation framework (see more details in specific section below). In particular, IBE-UNESCO carried out a series of training workshops, articulating the following key dimensions: Concepts, aspects of competency approach, issue of learning assessment, curriculum monitoring and evaluation Participants (professionals in charge of curriculum in their respective domains) commented that there was already a lot of knowledge application in the system, to facilitate the acquisition of competencies, However, formative assessment was not regulated, in the absence of clear assessment criteria and sufficient teacher training. Participants reached the agreement that to ensure effective implementation of the curriculum reform, KICD should further collaborate with the Kenya Examinations Council and the Teacher Service Commission,‘ompetency a 'PProach in teaching stcategies, ‘methods and learnis ning materials Ce An existing textbo, Ok was asse: An ssed in terms ool. Participants agreed that Kico should deve Worconpy aed coe muse publishes: P criteria for ‘Competency-based textbooks to Problem-solving in competency approach Participant: Seine ae gud {0 develop or adapt a problem-solving activity in diferent subject domains, ‘edge needed, task instruction, timeframe, assessment rubric for students,ete. 'T and competency approach Participants were led to identi ae Hy effective ways of using IT to Implement a competency curriculum Re-wrlting typical knowledge objectives as competencies Participants were guided to develop sample teaching-learning-assessment methods and materials for learners in a given context, which were jointly reviewed and submitted to KICD. Collectively creating criteria checklists These would be created for (1) a competency-based textbook and (2) a competency-based lesson plan/learning process. Participants were guided to generate such criteria checklists with priority ranking as follows. Checklist for a competency-based textbook RANK CRITERION Should help learner to develop knowledge, skills, and attitudes. 1 2 Should have learner-centred activities. 3 Be adaptable to learners with special needs and abilities. 4 Embraces enquiry-based and discovery based techniques. 5 Has age appropriate content, language, and activities. 6 Includes case studies of relevance to the learner. - 7 Has probing questions promoting problem-solving and critical thinking. 8 Contains assessment activities (both formative and summative). 9 Contains appropriate/familiarized/contextualized Illustrations. 10 Builds on prior knowledge. ate 11 Should have competencies relevant to the situation. NEN. 2 Caters for emerging issues. 13 Conforms to curriculum framework and syllabus. 4 Integrates concepts from related content areas. : 15 Draws upon learners' different skills.Checklist for a competency-based RANK lesson plan/learnin, 19 process CRITERION eee set ly (glated to knowledge, but also to application, Contextualizes learning with resources from environment. Has more formative than summative assessment. Includes elements of problem solving. 1s more learner- than teacher-centred, - Integrates ICT (as learning or information resource). _ Makes pace of learning individual. ~ ats | Has language emphasized, level-appropriate, and interact Requires creative and critical thinking. Uses approaches that are flexible and adaptable. Integrates learning from other subjects. Employs collaborative learning. Through these trainings, participants were enabled to (1) further communicate on the concept of competency-based approach, (2) use concrete tools (sample methods and materials), and (3) replicate the sample drafting experience in their actual curriculum development tasks. Curriculum change cycle KICD developed a curriculum change cycle that would guide the process, which is illustrated Diagram 3on the next page.Checklist for a competency-based lesson RANK CRITERION 1 plan/learning process Targets are not only related to ki nowledge, but also to application, attitudes, values and skills, Contextualizes learning with resources from environment. Has more formative than summative assessment. Includes elements of problem solving. 1s more learner- than teacher-centred, Integrates ICT (as learning or information resource). Makes pace of learning individual. Has language emphasized, level-appropriate, and interactive. Requires creative and critical thinking. Uses approaches that are flexible and adaptable, eat auwewn 5 Integrates learning from other subjects. Be Employs collaborative learning. Through these trainings, participants were enabled to (1) further communicate on the concept of competency-based approach, (2) use concrete tools (sample methods and materials), and (3) replicate the sample drafting experience in thelr actual curriculum development tasks. Curriculum change cycle KICD developed a curriculum change cycle that would guide the process, which is illustrated Diagram 3 on the next page.Serer Diagram 3: Curriculum Change Cycle 1. National needs assessment study KICD undertook a national needs assessment in January 2016. The data was collected from benchmarking studies, desk reviews and respondents of data collection tools, including questionnaires, interview guides, observation schedules and focus group discussions. The findings of the needs assessment study were the basis for development of the Basic Education Curriculum Framework. The Framework was developed over a period of three months by the KICD Curriculum Reforms Technical Committee, with support from an external expert. This is the blue print that will guide the reforms. 2. Policy formulation Policy formation entailed presentation of the Basic Education Curriculum Framework to varied stakeholders to determine the viability of the Basic Education Curriculum Framework. Several sessions were held to present the Framework, culminating in the national stakeholders’ conference held in January 2017, and which endorsed the Framework for the curriculum reforms.Prior £9 convening the subject panels, the KICD Curriculum Reforms Technical Commitee held a (resting 10 Prepare training materials that would be used Inthe training ofall the panel members on Creat Education Curiculum Framework and competency-based cuticulum approach, specially respect to: + The Basic Education Curriculum Framework; * Core-competencies and development of generic and level competency descriptors; * Developing learning outcomes that are both subject general and specific developing strands and sub-strands/themes; + Developing scope and sequence charts (KICD had developed » scope and vequence chart temptate that subject panels would adapt); © Maieatreaming PCs (KOCD had developed matrices for each of the PCIs outlining the content to be taught in each class); + Developing curricuium designs (KICD had developed a curriculum design template that subject panels would adapt); * Appropriate pedagogy for teaching a competency-based curriculum; and + Appropriate assesument approaches for a competency-based curriculum. Curriculum designs, pedagogy and assessment would facilitate translation of the competencies into learning expenences that promote acquisition of the core competencies. ‘ tamanry 2017, 1OCD started the curriculum writing process by taining all 20 panel members for ail seyects and learning weas, in earl years education, for seven days. During the training, 12 indiidais, scape and secwsere charts and curriculum designs would be invited to edit the curriculum designs in ine quality of the curriculum designs. The designs would then be presented the Course Panels and ‘Academic Comenittes for validation and approval in May 2017,4. Development of curriculum support materials Curriculum support materials entail learners’ course ! guides, and other print and non-print resources for supporting the curriculum inure tnd voolraraton, There nil be a variety of materials required and which wil be developed for aslongas the reformed currcukum wl be Implemented, However, KICD will collaborate with partners to develop learners’ course books and teachers guides to be used for the early years education plat. This wl be done between May and uly 2017, The mates 1 be used to tran teachers from the plot schools ICD wil sete lessons learned to develop the ceria bl vetting and evaluation of course books, teachers guides and other materials from the publishers: 5. Teacher preparation iculum approach, among Considering that the curriculum design has adopted a competency-based curr ‘on interpretation and a host of many other paradigm shifts, capacity building of teachers implementation of the reformed curriculum is imperative. KICD has organized to train teachers from the pilot schools on the meaning and appropriate pedagogy Ce the core competencies The teachers wil be expected to experiment with Implementing Te Tre competencies and the related pedagogy by usin, fst, te current curriculum content. They wil then trained on the revised curriculum content, to ensure that they are not overwhelmed with many changes. 6. Piloting mmework and the reforms roadmap, ‘At the early stages of sharing the Basic Education Curriculum Frat ‘Some of those who opposed to It there was some resistance to the idea of piloting the curriculum. argued that this would make ehildren guinea pigs, while others argued that it would delay national roll out, However, through explanations on the value of the pilot, there is consensus in the country, ‘that the pilot is imperative. The pilot activities, like traning quality assurance and standards officers, head teachers and teachers began in May 2017 and are ongoing. KICD plans to innovate with the pilot in a number of ways: IL Kenya has 47 counties and KICD intends to select pilot schools from all the counties. This will tenhence participation in the national rollout phase. 470 schools have already been selected using the following criteria: ‘© Lurban private and 1 urban public pre-primary schools in each of the 47 counties. © Lurban private and 1 urban public primary schools in each of the 47 counties. «rural private and 1 rural public pre-primary schools in each of the 47 counties. «Lrural private and 1 rural public primary schools in each of the 47 counties. «1 special needs education pre-primary and primary schools in each of the 47 counties. Il. County Directors of Education, Teachers Service Commission County Directors, Kenya Primary Schools Heads Association (KEPSHA) representatives from the 47 counties participated in the selection of pilot schools. Ill. The pilot schools will be empowered and supported to not only pilot the curriculum, but to evolve into centres of excellence, which KICD will use to show case how the reformed curriculum will be implemented. Through an online platform that KICD will develop, teachers will give their feedback on the curriculum and share their experiences in the Implementation of the curriculum with other teachers. They will be encouraged to post their lessons online for other teachers to learn from, and even adapt. Through this approach, KICD will create professional learning communities among teachers of same and different tiers and subjects, hence making them co-creators of the curriculum. This approach will promote a peer-led r -led rather curriculum innovations. ms than a top-down approach totall learners’ 04 he curriculum inte ich will be develope labor usec i forthe eat years edusten a urse books, teachers’ teacher pretation and trace ests nd other print and non-print lementatior ate ph n. There will be a v aan cea longas the reformed curriculum willbe! implemented pe mers course books and teachers guides to be tween May and July 2017. The materials will Teacher preparation Considerin, ig that the a host of many equritulum design has ado ‘any oth ; implementation of the retort KICD has organized to the core competenc ees from the pilot schools on the meaning and appropriate pedagogy for compenice Gane eal will be expected to experiment with implementing the core- trained on the revi costed PedagoKy by using first, the current curriculum content. They wil then be Curriculum content, to ensure that they are not overwhelmed with many changes. ted a competency-based curriculum approach, among pacity building of te teformed curriculum is imperative. teachers on interpretation and 6. Piloting eee ie Shain oa Batic Education Curiam Framewort andthe rao roadmap, SrEScd shat ts vould pata chore pipe hla sna erp that wont Sosy rannat ‘uu: However, through ‘explanations guinea pigs, while others argued that it would delay national roll ver, on the value of the pilot, there is consensus in the country that the pilot is imperative. The pilot activities, lke training quality assurance and standards officers, head teachers and teachers began in May 2017 and are ongoing. , KICD plans to innovate with the pilot in a number of ways: |. Kenya has 47 counties and KICD intends to select pilot schools from all the counties. This will enhance participation in the national rollout phase. 470 schools have already been selected using the following criteria: ‘urban private and 1 urban public pre-primary schools in each of the 47 counties. ‘urban private and 1 urban public primary schools in each of the 47 counties. {rural private and 1 rural public pre-primary schools in each of the 47 counties. {Lrural private and 1 rural public primary schools in each of the 47 counties. 4 special needs education pre-primary and primary schools in each ofthe 47 counties. Il, County Directors of Education, Teachers Service Commission County Directors, Kenya Primary Schools Heads Association (KEPSHA) representatives from the 47 counties participated in the selection of pilot schools. lil. The pilot schools will be empowere evolve into centres of excellence, curriculum will be implemented. IV. Through an online platform that curriculum and share their experien teachers. They will be encouraged to post and even adapt. Through this approach, KICD wi .d and supported to not only pilot the curriculum, but to which KICD will use to show case how the teformed KICD will develop, teachers will give their feedback on the among teachers of same an the curriculum. This approacl curriculum innovations. ces in the implementation of the curriculum with other ‘their lessons online for other teachers to learn from, ill create professional learning communities .d different tlers and subjects, hence making them co-creators of +h will promote @ peer-led rather than a top-down approach to7. National rollout ‘Based on the fingings rational teacher ‘Of the pilot, KICD will collaborate wth other scatehoidess to dewelop 2 sofsust ‘Bre ongoing about timelines for the national rollout. & ‘Monitoring and evaluation Mdeally, a curriculum (in ts diverse. a dimensions) should ic aed planned way (18E- 5p ) [be montored and ewainated im a symemace, ‘based on clear purposes and scope; 3% different levels in the education system: classroom, schooi, region. country levels; using valid and reliable data; within a clear quality framework: by suitably qualified and experienced people; and by both intemal and external evaluators, to ensure neutrality. Monitoring and evaluation will facilitate improvement of the pilot before national roll cut KGCD is collaborating with IBE-UNESCO to develop a comprehensive Monitoring and Evaiustion Framesort.. IBE-UNESCO has facilitated 2 workshop for KICD research teams to conceptualize and outine the Framework, entailing the identification of core components for montoring and evaluation, the use of logic model of monitoring and evaluation, as well as sample success measures for current reform. Monitoring will facilitate continuous collection of data to assess progress towards achievement of the pilot objectives and expected outcomes. Evaluation will be conducted at the end of the pilct t establish the efficiency and effectiveness of the pilot. KICD will engage local and international universities to conduct comprehensive monitoring and evaluation of the curriculum and the reform process. There will also be research studies conducted within the pilot and national rollout phases to facilitate sharing the leamings with local and international audiences. Conclusion The curriculum reforms process has provided invaluable opportunities for KICD to lear. There ere stil many lessons to learn as the reforms are still in the formative stages. This reflection paper is 2 useful chance to reflect on the journey that the Institute and the country had embarked on, and to unfold next steps. The journey has allowed the Institute to address the relationship between the theory and practice of curriculum reforms, and particularly to adopt and apply a competency-based curriculum approach. This is a journey that every country that plans curriculum change goes through. There are experiences that will be similar to those of Kenya, and others that will be very different. ‘To be is to be forearmed’ sharing experiences can help illurninate the way for those who plan to undertake similar reforms.References Fast Alsiown Connmunity (FAC) 2 community. Maen (EAC), 2002, Treaty for the Establishment of the East African Com SWORD Beene! Repent ou the Harmonization of the East African Education Systems and Training Qveeewla, Arusha, EAC, aveton. 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