James Momanyi and Tom Rachuonyo @PeopleDailyKe
Curriculum developers are piecing together feedback received from the ongoing piloting of the new curriculum ahead of its formal implementation in January.
According to the Kenya Institute of Curriculum Development (KICD) director Dr Julius Jwan, results from the monitoring and evaluation exercise will come in handy in enriching the content and guide publishers on the kind of learning materials required next year.
“We will use the feedback to tighten any lose ends in the new curriculum that is competency based, as opposed to the current one that emphasises on examinations,” he said. The curriculum experts are spearheading the fact-finding mission that entails monitoring how the teachers in the pilot schools are interacting with learners, under the new system of education.
So far, 22 counties have been visited and the rest will be reached by the end of this week pending final evaluation that will be undertaken in third term. “Teachers are happy with the teaching and learning methods adopted.
The curriculum developers are developing more learning materials that will be used up to third term,” Dr Jwan said in Nairobi yesterday. At the same time, KICD deputy director Samwel Obudho has urged teachers training colleges to embrace changes required as per the new curriculum development that is expected to address challenges faced in parts of the country.
Speaking while presiding over Kamagambo Adventist Teachers’ Training College graduation, he asked the institutions to quickly implement the policies that are contained in the new document to address the problem of scrambling for white collar jobs.
He said the country needs to have enough trained personnel to address the problem of deficit both nationally and internationally. The proposed 2-6-3-3 education system is expected to produce responsible citizens who are equipped with requisite skills and knowledge to not only rely on white collar jobs but, exploit their talents and abilities to create jobs as well.
It emphasises on continuous assessment as opposed to the current one-off final examinations that is to blame for rote learning that emphasises on encouraging learners to memorise concepts to pass the examinations.
“The new curriculum emphasizes more on what learners can perform and not just what they can remember,” Jwan said. The KICD boss appealed to Kenyans to volunteer information that would enrich the curriculum reforms and result in a universally acceptable system.