The requirement for children to access things online and print, while aligning to the move towards digital learning, made a huge assumption that all parents have access to technology and equipment.
This column has on many occasions supported the transition from the 8-4-4 system of education to the competence-based curriculum (CBC) for moving away from an examination focus to the development of talent and ability.
The new curriculum further promotes taking optional pathways by learners from an early age, so that people are not herded into one direction.
But the column has also raised concerns about the design and implementation of the curriculum. There are several loose areas that require adjustment if it is to deliver on its noble aims. One such area rethinking the nature of assignment and the cost to parents.
The requirement for children to access things online and print, while aligning to the move towards digital learning, made a huge assumption that all parents have access to technology and equipment.
The reality is that a majority of parents would struggle to print a document for their children overnight.
The numerous practical assignments to the children is also problematic having turned parents to learners. Many parents end up doing the tasks themselves or having older siblings or relatives take charge of the tasks as opposed to the children who were expected to do them.
The take-home assignments thus do not serve the intended purpose. Reports this past week that the Kenya Institute of Curriculum Development had reduced the number of activities learners in Grade Seven were expected to undertake in response to complaints from parents are welcome.
It, however, raises the fundamental question of the place of public participation in the design of the curriculum.
Kenya’s Constitution underscores the foundational place of public consultation and engagement in the design and implementation of all public policies.
The rationale for making public participation an important part of the country’s national values and principles of governance is the recognition that it is only by involving the public that policy and legislative design will be responsive to their needs and contexts.
This will increase acceptability and implementation.
Unfortunately, this clear constitutional principle and rationale is more honoured in breach than in observance. During the period of design and adoption of the CBC curriculum, there were lots of opposing voices raised.
However, these were seen as enemies of the new system, either railroaded into accepting it or ignored altogether. The result is the current disquiet with the system, despite its positive objectives. There is another group of stakeholders that will require to be listened to.
This occurred to me over the last two months. My son is in a CBC class. He is normally a happy and easy-going human being who adjusts to circumstances quickly.
While I noticed that the shift to CBC led to him not having too many assignments to do at home, thus giving him an opportunity to be a child I have been surprised by his response to the system. He generally does not like it.
On seeing the report on the changes to the Grade Seven curriculum, I revisited the discussions with him. His answer was firm and revealing. He told me, “Dad, please tell Professor Magoha to consider enrolling for CBC himself.” For an easy-natured boy, his tone surprised me.
It's boring
On further probing I recognised the boy has views that designers of the curriculum should have listened to, engaged with and responded to.
He said many of his classmates shared similar sentiments. From prolonging their time in secondary school and teaching them too many things that they would end up learning at university again to the nature of assignments, he generally thought CBC was boring.
His views confirm why public participation is an imperative in policy design. You listen to the opinions of all stakeholders and take these into account in policy design and implementation.
While CBC may have responded to shortcomings with the 8-4-4 system, its long-term implementation may be compromised by the level of engagement with the stakeholders.
