Open AccessPost-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms
Author(s) -
Justus O. Inyega,
Adeela Arshad-Ayaz,
M. Ayaz Naseem,
Evans W. Mahaya,
Dalia Elsayed
Publication year - 2021
Publication title -
forum for international research in education
Language(s) - English
Resource type - Journals
ISSN - 2326-3873
DOI - 10.32865/fire202171219
Subject(s) - curriculum , kenya , scope (computer science) , independence (probability theory) , curriculum mapping , curriculum theory , curriculum development , emergent curriculum , pedagogy , political science , sociology , mathematics education , psychology , computer science , law , statistics , mathematics , programming language
This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.