BASIC EDUCATIN CURRICULUM FRAMEWORK(BECF)���NOVEMBER, 2021

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BASIC EDUCATION CURRICULUM FRAMEWORK

WHY BASIC EDUCATION FRAMEWORK(BECF)

Activity

Ask participants to brainstorm on why they think BECF is necessary

Why Have the BECF

It stipulates:

• Core competencies to be achieved in basic education
• Adopted curriculum approaches
• General learning outcomes
• Learning areas
• Necessary policies that will facilitate implementation of the curriculum reforms
• Appropriate pedagogical practices
• Proposed formative and summative assessment approaches
• support programmes for CBC

Curriculum Reforms in Kenya since Independence

Activity

In groups participants to discuss on the reforms that have taken place since independence

Curriculum Reforms In Kenya since Independence

• Since independence in 1963, the country adapted the 7-4-2-3 system of Education
• First curriculum reform in 1985; following recommendations of the 1981 ‘Presidential Working Party on the Establishment of the Second University in Kenya’
• Country adapted the 8-4-4 structure; with the guiding philosophy of ‘Education for self-reliance’.
• Successive curriculum reviews undertaken in 1992, 1995 and 2002 subsequent to several Task Force reports and summative and formative evaluation reports.

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Rationale For Curriculum Reforms

Activity

In groups participants to discuss the rationale for the curriculum change

Rationale For Curriculum Reforms

In groups participants to discuss the rationale for the curriculum change

ACTIVITY

Rationale For Curriculum Reforms

Task Force Report on The Re-alignment of The Education Sector to Vision 2030 and Constitution 2010

Recommendations:

• Competency based curriculum
• Flexible education pathways (at senior school level) for identifying and nurturing individual learner’s potential to produce intellectually, emotionally and physically balanced citizens
• A national learning assessment system National cohesion and their integration into the curriculum.
• Introduction of national values and national cohesion and their integration into the curriculum

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Rationale Cont’d

CONSTITUTION OF KENYA(2010)

• Article 53 (1) (b) states; “Every child has a right to free and compulsory basic education”
• Article 10; National Values and Principles of Governance
• Chapters 6; Leadership and Integrity
• Promoting Kiswahili ( national and official language) and English as an official language.
• Emphasise on teaching and learning of KSL and Braille.
• Developing and promoting the use of indigenous languages.
• Emphasis on communication formats and technologies accessible to persons with disabilities.

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Rationale…Cont’d

THE KENYA VISION 2030

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• Integrating early childhood into primary education
• Reforming secondary curricula
• Modernizing teacher training
• Developing programmes for learners with special needs among others

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Rationale…Cont’d

SUMMATIVE EVALUATION OF THE 8-4-4 SYSTEM OF EDUCATION, 2009

• Academic and examination oriented. Very little use of formative assessment (assessment for learning). Assessment was limited to summative assessment (assessment of learning).
• Did not provide flexible education pathways for identifying and nurturing aptitudes, talents and interests of learners early enough in order to prepare them for the world of work, career progression and sustainable development.
• Skills gaps identified - agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT .

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RATIONALE CONT’D

Re-alignment To EAC Curriculum Harmonization Framework

• The Eastern African states drew up, ‘A Framework on Harmonization of Curricula, Structure and Examinations in the EAC’ (EAC,2012).
• As a member of the East African Community (EAC), Kenya had an obligation to reform the basic Education curricula, structure and examination system to align to the EAC framework.
• To ease mutual recognition of certificates across the region

Rationale…Cont’d

Global Standards

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• UNESCO IBE –curriculum review every 5 years
• Sustainable Development Goal No 4 (Ensuring quality education)
• Benchmarking With Best International Practices
• 21^st Century Learning Skills and Approaches

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ACTIVITY

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Ask participants to brainstorm on the vision and mission of BECF

Three pillars of CBC

• Values
• Guiding Principles
• Theoretical Approaches

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CORE VALUES

In groups participants to discuss how values are mainstreamed in the curriculum

Values

How Values are Integrated in the Curriculum:

• Mainly through infusion and selection of learning environment and suggested learning experiences
• Guidance and Counselling programmes
• VbE will be implemented through Whole-School Approach which will involve learners, teachers, support staff, Board of Management, family members, wider school community and relevant stakeholders

• Love
• Responsibility
• Respect
• Unity
• Peace
• Patriotism
• Social Justice
• Integrity

How the Principles have been applied in the curriculum:

• Pathways open opportunity for different categories of learners
• Stress on excellence in all teaching and learning
• Parents are engaged through extended learner activities
• Varied activities are suggested to cater for the different learning styles
• Programmes on PEE, CSL,

Principles

• Opportunity
• Excellence
• Diversity and Inclusion
• Parental Empowerment and Engagement
• Community Service Learning
• Differentiated Curriculum and Learning

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Theoretical Approaches

The Theories Have Been Applied in the Curriculum in:

• Design of the curriculum and lessons.
• Selection of learning experiences
• Differentiated curriculum and learning approaches

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• Instructional Design Theories
• Vygotsky’s Socio-Cultural Theory
• Gardner’s Multiple Intelligences Theory
• Piaget’s Theory of Cognitive Development

ACTIVITY

In groups participants to discuss how the core competencies are mainstreamed in the curriculum

Seven Competencies for CBC

1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Imagination and Creativity
4. Citizenship
5. Digital Literacy
6. Learning to learn
7. Self Efficacy

(These are covered in detail in another Session)

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ACTIVITY

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Ask Participants to brainstorm on the paradigm shifts in competency based curriculum(CBC)

ACTIVITY

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Ask participants to brainstorm om the importance of the national goals of education

NATIONAL GOALS OF EDUCATION

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1. Foster nationalism, patriotism and promote national unity
2. Promote social, economic, technological and industrial needs for national development
3. Promote individual development and self-fulfillment
4. Promote sound moral and religious values
5. Promote social equity and responsibility
6. Promote respect for and development of Kenya’s rich and varied cultures
7. Promote international consciousness and foster positive attitude towards other nations
8. Promote positive attitude towards good health and environmental protection

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Learning Outcomes for Early Years Education�

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By end of Early Years Education, the learner should be able to:

1. Communicate appropriately using verbal and/or non-verbal modes
2. Demonstrate basic literacy and numeracy skills
3. Apply digital literacy skills for learning and enjoyment
4. Apply creative and critical thinking skills in problem solving
5. Practice hygiene, proper sanitation, safety and nutrition to promote health

6. Practice appropriate etiquette for interpersonal relationships

7. Explore the immediate environment for learning and enjoyment

8. Demonstrate acquisition of emotional, physical,spiritual, aesthetic and moral development

9. Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living
10. Exhibit appropriate organizational skills.

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Pre-primary And Lower Primary Learning Areas�

PRE-PRIMARY 1 and 2

1. Language Activities
2. Mathematical Activities
3. Environmental Activities
4. Psychomotor and Creative Activities
5. Religious Education activities (CRE/IRE/ HRE/PPI)

LOWER PRIMARY: Grade 1-3

1. Literacy
2. Kiswahili Language Activities/ KSL for learners who are deaf
3. English Language Activities
4. Indigenous Language Activities
5. Mathematical Activities
6. Environmental Activities
7. Hygiene and Nutrition Activities
8. Religious Education (CRE/IRE/ HRE/PPI) and Life Skills Activities
9. Movement and Creative Activities (Art, Craft, Music and Physical Ed.

Learning Outcomes for Middle School

1. Apply literacy, numeracy skills and logical thinking appropriately in self-expression
2. Communicate effectively in diverse contexts.
3. Apply digital literacy skills appropriately for communication and learning in day to day life.
4. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
6. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development. Practise hygiene, appropriate sanitation and nutrition to promote health.
7. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
8. Manage pertinent and contemporary issues in society effectively.
9. Demonstrate appreciation of the country’s rich, diverse cultural heritage for harmonious living

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Upper Primary & Lower/Junior Secondary Learning Areas� �

UPPER PRIMARY:GRADE 4-6

1. Kiswahili Language or KSL for learners who are deaf
2. English language
3. Other Languages
4. Science and Technology
5. Social Studies (Citizenship, Geography, History) development.
6. Mathematics
7. Home science
8. Agriculture
9. Religious Education (CRE/IRE/ HRE/PPI)
10. Creative Arts (Art, Craft, Music)
11. Physical and Health Education

LOWER SECONDARY : GRADE 7-9

1. English
2. Kiswahili / KSL (for learners who are deaf)
3. Mathematics
4. Integrated Science
5. Health Education
6. Pre technical and Pre Career Education
7. Social Studies (Citizenship, Geography, History)
8. Religious Education (CRE/IRE/ HRE/PPI)
9. Business Studies
10. Agriculture
11. Life skills
12. Sports and Physical Education

• Option subject
• Option subject

Thank You

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