Like any other country, the history of learning and education in Kenya is as old as human. Even before the formal education system was introduced people used to learn. The young generation used to learn from elders by word of mouth and apprenticeship in different art and skills.
Post-independent Kenya has navigated and adopted 3 different curriculum models to meet its needs and requirements and the world change. After independence, Kenya adopted the 7-4-2-3 which was later changed to 8-4-4 in 1985 from the recommendation of the Mackay report of 1982.
To meet the world’s emerging trends, the country adopted the CBC curriculum in 2017, which focuses more on the learner’s ability and competence. The CBC uses the structure of 2-6-3-3-3. 2 years are pre-primary, 6 years for primary, 3 for junior secondary, 3 for senior secondary, and a minimum of 3 years for university.
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The pre-independent education system in Kenya
Before the coming of the white settlers in Kenya education and learning were done by elders, parents, or older siblings. The learning was not formal but it impacted the necessary skills and competencies for life and sustainability.
When the white settlers came to Kenya they started as missionaries and they introduced a new education system. The education was mostly met to convert the Africans to Christianity and serve the whites’ needs. They perceived Africans as low intelligent human hence no need to train them on complex issues.
During this period the education system was divided into racial categories where we had white, Indian, and black training. White education was considered superior followed by Indian and then African. Each group used to attend different schools and learn different curricula.
7-4-2-3 curriculum post-independence (1964-1985)
After independence, the Prof. Ominde committee (1964) was established to chart the way forward in post-independence Kenya. The commission made major changes to the education system and removed racial discrimination in education. It came up with 8 major national goals of education that all other commissions after them have adopted including the CBC curriculum.
The recommendation also ensures they bring unity to the diverse culture that was integrating to become one nation under Kenya’s umbrella. Another issue that the report dealt with is the African identity. They have been taken as lower-class humans and the new education system was to change that.
Kenya, Uganda, and Tanzania formed an East African community and they all adopted the same education system, the 7-4-2-3. The curriculum was implemented and examined across the 3 countries until the collapse of the EA community in 1977. However, Kenya continued to offer the same curriculum until 1985 when it changed to an 8-4-4 system.
After the EA community collapse, Kenya changed its examination to reflect the nation’s image. The primary school certificate was changed from the East African Certificate of Primary Education (EACPE) to the Certificate of Primary Education (CPE). The secondary certificate changed to the Kenya Certificate of Education (KCE) from the East African Certificate of Education (EACE). While the East African Advanced Certificate of Education (EAACE) became the Kenya Advanced Certificate of Education (KACE).
8-4-4 education system (1985-2017)
After the first president Jomo Kenyatta died and Moi took over there was a need for a change in education to cater to the growing population. In 1981 the Mackay Commission was mandated to come up with modalities to establish the second university in Kenya after the University of Nairobi. Among the recommendations the commission gave was the change of the education system to 8-4-4.
The new education system was officially introduced in 1985. The Mackay Commission also adopted the 8 national educational goals that were initially proposed by the Ominde Commission. The system reduced basic education years to 12. The learner was to have 2 years of pre-primary before they go for the 8 years in primary, 4 years in secondary, and a minimum of 4 years in university.
The 8-4-4 system has seen many changes from reducing the number of units in different levels, to the assessment among others. The primary school examination changed its name from the Certificate of Primary Education (CPE) to the Kenya Certificate of Primary Education (KCPE). While the secondary changed from Kenya Certificate of Education (KCE) to Kenya Certificate of Secondary Education (KCSE).
After implementation of the system for over 30 years the government of Kenya has seen a need to change the curriculum to reflect the needs of the current citizen. The main reason, given for the need for change was that 8-4-4 is examination-based rather than competence-based. It was also not a learner-centered system since most of the work was done by the teacher.
To deal with those issues and others the government through the Kenya Institute of Curriculum Development (KICD) proposed the new competency-based curriculum.
Competency-based education (CBC) (2017- present)
The KICD has developed the Basic Education Curriculum Framework (BECF) which gives the guidelines and tenets on why and how to implement the new system. Like the other 2 earlier systems, the CBC also adopts the 8 national educational goals. It also aligns with the new Kenya Constitution 2010 and the Vision 2030. It aims to equip learners with the skills and competence required in the digital world.
From the 8-4-4 the system implements 2-6-3-3-3 systems. Where 2 years are pre-primary level and primary 6 years are divided into lower and upper. After primary school level, the learners go to junior secondary for 3 years and later to senior secondary for 3 more. The university then can take a minimum of 3 years depending on the field and course requirements. In each grade, learners sit for different types of competency-based assessments.
The CBC curriculum has started with many challenges to its implementation. However, just like with any other new system they will be solved has the implementation continues. It requires a lot of resources both human and material. Again the teacher-student ratio is very high in Kenya schools which becomes a big challenge.
The CBC has removed the issue of over-emphasis on examination and has adopted the use of both formative and summative types of assessment. However, the learner still sits for national examinations in Grades 6, 9, and 12. Also, the CBC grading system is different from the 8-4-4. It tests on application of knowledge, skills, values, and attitudes to solving real-life situations. It also uses more varieties of assessment tools that were not in the 8-4-4 system.