Plan to scrap KCPE, KCSE examinations in new reforms

Students in both primary and secondary schools might no longer need to sit national examinations,if suggestions by technocrats undertaking a curriculum review are passed.

This would abolish the Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) examinations, whose trademark has been cutthroat competition among schools and learners.

A proposal to introduce a competency-based assessment is a pointer to a shift in policy that could do away with the exams. The two examinations currently hold the key to good secondary and university education. The radical proposals will see to it that learners’ focus will be onapplication of skills and knowledge in real life rather than knowing answers. A brief by the Kenya Institute of Curriculum Development (KICD) says the current primary school curriculum is overloaded with too many subjects, leading to ‘non-mastery of foundational skills of literacy, numeracy and life skills’.

A pupil celebrates with relatives after scoring good marks in the Kenya Certificate of Primary Education examination. A brief by KICD says the current primary school curriculum is overloaded with too many subjects, leading to 'non-mastery of foundational skills of literacy, numeracy and life skills'.

(PHOTO: FILE/STANDARD)

While there have been proposals by MPs in the last and present Parliament to change the law to abolish the one-off examination at the end of primary and secondary levels, which many argue unfairly determine the fate of candidates, the curriculum reform by technocrats indicates the issue is being considered at policy level by the Government.

“The reforms aim at de-congesting the primary level curriculum to create more time for more holistic development of the learners. The upper primary school level shall be designed to provide opportunity for self-exploration to start identifying potential,” reads the brief seen by The Standard.

The document dubbed ‘The Curriculum Review Framework: Transforming Society Through Curriculum Reforms’ says competency-based assessment shall be introduced, where learners focus will be on application of skills and knowledge in real life.

“KICD is conceptualising the reforms to clearly spell out the competencies that learners are expected to achieve. Assessment shall be tailored to find out whether learners have achieved the prescribed competencies but not necessarily to compare them with their colleagues,” reads the brief.

Only age-appropriate content shall be taught in primary schools and career pathways introduced at secondary level in a radical review that seeks to shift the emphasis on national examinations. This means that the heavy books pupils carry to school and the numerous subjects taught in secondary schools would be trimmed, as the new curriculum is tailored to fit the needs of learners.

KICD Director Julius Jwan yesterday said the curriculum review is overdue and noted that the ministry has already allocated over Sh200 million towards the exercise. Dr Jwan however said determination of the correct system of education will be a verdict by players in the industry.

“Ours is strictly curriculum review. Matters of the education system are left to stakeholders’ discussions and policy makers,” he said.

Jwan however argued that a bill to amend the Kenya National Examination Act to introduce annual progress examinations to replace KCPE and KCSE exams should be suspended, pending conclusion of curriculum reform.

“We understand the frustrations of people but all these shall be corrected by the right curriculum,” said Jwan, alluding to the changes in the mode of examinations likely to arise from the exercise.

Piloting to try out the new curriculum has been scheduled for October 2016. National roll-out of the curriculum for use in public schools is scheduled to kick off in 2017.

Karachuonyo MP James Rege has proposed amendment to the Basic Education Act to ensure total transition of pupils from primary to secondary school. The Basic Education (amendment) Bill 2014 proposes that end-year progress examinations are introduced in all primary and secondary classes and eventual abolition of KCPE and KCSE examinations.

 Talent academies

“...at the end of either primary or secondary school level, students are graded on the basis of their performance throughout their stay in respective levels. The bill also mandates the Cabinet Secretary to ensure the establishment of talent academies at the county level in order to enable Form Four graduates exploit their full potential,” reads the bill.

Rege also wants the Kenya National Examination Act amended to give it power to set and conduct national end-year progress examinations.

On Wednesday, Education Principal Secretary Belio Kipsang said the Government wants to develop a curriculum that will effectively inculcate honesty, patriotism and responsible citizenship in learners.

He said through the envisaged curriculum reform, the Government will address the emerging concerns such as security, governance, accountability and integrity besides equipping the learners with appropriate knowledge, skills and attitudes to enable them to survive in the modern society.

 Jwan said the review is anchored on the Report of the Task Force on the realignment of the education sector to Vision 2030 and the Constitution. He also said the reforms are based on Sessional Paper No 14 of 2012 on Reforming Education and Training in Kenya.

The Sessional Paper also seen by The Standard recommends reforming the education sector to provide for the development of individual potential in a holistic and integrated manner, while producing individuals who are intellectually, emotionally and physically balanced.

The paper also recommends the development of competency-based curriculum, establishment of a national learning assessment system, early identification and nurturing of talents, introduction of national values and learning pathways at secondary school level.

The review framework says three pathways shall be introduced to reduce the rigidity of the curriculum that requires learners to study ‘intense core curriculum’ regardless of a learner’s aptitude and interest.

“The reform will value opportunity and diversity. No child should exit school feeling like a failure. The pathways will include general education, technical or vocational education and talent development,” reads the brief.

Jwan said the new curriculum would address all the gaps. He said Kenya is confronted by a myriad challenges with regard to youth empowerment, especially gainful employment after school. “It is evident that majority of young people are not adequately prepared to be productive in a society that has less opportunities in formal employment and requires persons with entrepreneurial skills and spirit to thrive,” he said. He said Kenya is currently faced with challenges of insecurity that has seen young people recruited to maim and kill others. “This is a manifestation of lack of values, patriotism and identity as Kenyans. All these point at the need for comprehensive curriculum reforms that should act as a catalyst to transform society to make young people the solutions to our challenges, rather than the cause,” said Jwan.

 Review process

He said instruction in schools will then be expected to transform from the teacher-centered approach of disseminating information to learner-centred approaches of collaborative, inquiry and discovery-based learning.

Since 1985, Kenya has followed the 8-4-4 system of education. The system has featured prominently in the national, political and academic debate, with the discussions centred on its relevance, efficiency and cost to both parents and State.

A 2011 education task force chaired by Doughlas Odhiambo, who is the Technical University of Mombasa chancellor, proposed a new 2-6-6-3 system. This means two years in Early Childhood Development Education, six years in primary, another six years at secondary, and at least three years at the university.

The KICD document reveals the curriculum review process kicked off in January and is projected to end next year for implementation.

The reform needs assessment was conducted between January and May. It says the institution reviewed the curriculum reforms proposal in June and the development of curriculum policy was done in July.

Stakeholders’ engagement is scheduled for this month. “Field data collection, analysis, report writing and dissemination of data shall be done between September and December,” reads the reforms roadmap timetable. Other activities lined up include policy formulation, curriculum design, syllabus development and approval, development of curriculum support material and teacher preparation.