Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms

Authors

  • Justus Okeo Inyega University of Nairobi
  • Adeela Arshad-Ayaz Concordia University, Montreal, Quebec, Canada
  • M. Ayaz Naseem Department of Education, Concordia University Montreal
  • Evans W. Mahaya Centre for Pedagogy and Andragogy (CEPA), University of Nairobi, Kenya
  • Dalia Elsayed Department of Education, Concordia University Montreal, Canada

Abstract

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.

Author Biographies

Justus Okeo Inyega, University of Nairobi

Director, Centre for Pedagogy and Andragogy (CEPA), &

Associate Professor, Science Education

University of Nairobi, Kenya

Adeela Arshad-Ayaz, Concordia University, Montreal, Quebec, Canada

Associate Professor

Department of Education

Concordia University

M. Ayaz Naseem, Department of Education, Concordia University Montreal

Professor

Department of Education, Concordia University

Montreal

Evans W. Mahaya, Centre for Pedagogy and Andragogy (CEPA), University of Nairobi, Kenya

Doctoral Student

Centre for Pedagogy and Andragogy (CEPA)

University of Nairobi, Kenya

Dalia Elsayed, Department of Education, Concordia University Montreal, Canada

Doctoral Student
Department of Education, Concordia University
Montreal, Canada

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Published

2021-05-10

How to Cite

Inyega, J. O., Arshad-Ayaz, A., Naseem, M. A., Mahaya, E. W., & Elsayed, D. (2021). Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms. FIRE: Forum for International Research in Education, 7(1), 1–23. Retrieved from https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE/article/view/219

Issue

Section

Articles