national goals of education kenya

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The 8 National Goals of Education in Kenya

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Have you ever wondered what the national goals of education are in Kenya?

Introduction

Education is the key to a better future , and regardless of how many people find success outside of the course they did in university or college, we need education as the backbone to survive in the world as it is right now.

With a decent education, you can become whatever you want to be, regardless of what you study.

Education enables the acquisition of knowledge and the development of skills and attitudes that will most definitely help learners grow into self-disciplined, self-reliant, and integrated citizens.

Education helps learners survive and thrive.

In Kenya, there are 8 national goals for education.

These are the 8 national goals of education in Kenya.

To foster nationalism, patriotism, and national unity., promote social, economic, and industrial needs for national development., promotes individual development and self-fulfillment., promotes sound moral and religious values., promotes social equality and responsibility., promotes respect for and development of kenyan culture., promotes international consciousness., promotes a positive attitude towards environmental protection., now let's discuss the national goals of education..

Education plays a crucial role in instilling a sense of belonging, love for one's country, and a shared national identity.

When you go to school or any educational institution, you meet and learn from many people from different parts of Kenya (and sometimes the world).

People from different communities, races, and religions, but ultimately, these differences do not divide. After all, they are all Kenyans.

That's where education comes in to help all Kenyan learners understand that they are all Kenyans, mitigate any conflicts, and promote attitudes of mutual respect so that all Kenyans can live in harmony.

Education should align with the social, economic, and industrial requirements of a nation.

Education must prepare children to meet their social needs.

Social needs like navigating conflicts with other people, developing positive social values, learning to collaborate with others, seeing beyond their attitude and growing from it, developing a sense of empathy and compassion, learning to communicate, developing social skills that are crucial, developing a sense of belonging, and offering emotional support.

As for meeting economic and industrial needs education must prepare children to meet the economic needs of the country in the future.

Education does this by equipping citizens with the knowledge, skills, and abilities needed to create a capable working force, as well as to foster an entrepreneurial mindset, research and development, workforce productivity and competitiveness, social mobility and poverty alleviation, and the ability to adapt to changing economic circumstances, to name but a few.

It aims to equip individuals with the knowledge, skills, and attitudes necessary to contribute effectively to the development and progress of the country.

Education should not only focus on the collective goals of society but also on the holistic development of individuals.

It aims to nurture children's talents, abilities, and potential, enabling them to achieve personal growth, self-fulfillment, and a sense of purpose in life.

Education plays a vital role in cultivating ethical values, moral principles, and a sense of integrity among icitizzens.

It aims to develop responsible citizens who make ethical choices and contribute positively to society.

Additionally, education can provide a foundation for understanding and respecting diverse religious beliefs and practices.

Education should strive to promote social equality and address disparities in access to quality education.

It fosters inclusivity, equal opportunities, and social justice.

Education also instills a sense of social responsibility, encouraging individuals to actively contribute to the betterment of their communities and society as a whole.

Education plays a vital role in preserving and promoting the cultural heritage of a nation.

It fosters an appreciation for the country's diverse cultural traditions, languages, arts, and customs.

By promoting cultural awareness and understanding, education contributes to the preservation and development of a nation's cultural identity.

Education should cultivate an understanding of global interdependence and promote cross-cultural awareness.

It aims to develop individuals who are knowledgeable about global issues, open-minded, and capable of engaging in constructive dialogue with people from different cultures and backgrounds.

Education plays a crucial role in creating environmental awareness, sustainability, and responsible stewardship of natural resources.

It aims to develop environmentally conscious individuals who understand the importance of preserving and protecting the environment for present and future generations.

The importance of National Education goals in Kenya

Having national goals for education is important because:

• National goals provide a clear vision and direction for the education system in Kenya.
• National goals help align educational policies for all levels. So whether you are in primary, secondary, or university, the strategies are consistent and coherent.
• National goals provide consistency and continuity in education. Having national goals that guide all educational levels allows for stability, which in turn promotes sustainable development and allows for the implementation of comprehensive educational programs.
• National goals establish a framework for accountability and evaluation of the Kenyan education system.
• The national goals of education are there to meet the future needs of the country. The national goals of education reflect the specific needs, challenges, and aspirations of Kenya.
• The Kenyan national goals of education promote equity and inclusion as they address the iniquity and inequality that exist and try to bridge that gap.

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National goals of education and their importance in Kenya

National goals of education give guiding principles on what a country’s education system seeks to achieve when a person goes through the system. The very first national goals in Kenya were formulated after Kenya became independent. They were highlighted in the first education commission led by Ominde in 1964 (Ominde Report).

They have been changed and improved but in general, they are the same. All other commissions and education reports keep on adopting those 8 national goals of education. The new CBC curriculum framework (BECF 2017) by KICD which introduced CBC still adopted the same goals.

So the government has been implementing the same goals of education since independence. However, the level at which these educational goals have been achieved is something that needs to be studied to ascertain how far we are in achieving them.

Table of Contents

Importance of national goals of education.

Why does the government need to have educational goals for the whole country? It is the mandate of the government of the day to ensure it instills the necessary skills and attitude to its citizens for national growth. Some of the reasons why we need education goals for any country include.

• The goals give the guidelines when developing a curriculum to understand what should be included in the subject matter.
• When implemented as required, the goals help produce citizens who meet the government’s social, economic, and technological needs.
• The goals help the government to measure each goal and assess how it has been achieved for continual improvement or change of the goal.
• With the goals laid down, they can be implemented uniformly in all parts of the country and at all levels of education.
• They help foster equity distribution of resources to ensure everybody gets the same education with equal opportunities.

8 National Goals of Education

The Kenyan education system through the Ministry of Education has formulated 8 national goals for education. These goals are aligned with government Vision 2030 and other national and international goals for education. They are the following.

Foster nationalism, patriotism, and promote national unity

Kenya’s community is made up of diverse people who have different beliefs and backgrounds. Education should be able to bring together all these people to work under one nation called Kenya.

The learner should be able to acquire a sense of patriotism for the country and live in harmony with each other.

Promote social, economic, technological, and industrial needs for national development

The government should ensure those who go through the education system are equipped to help the government achieve its social, economic, industrial, and technological needs.

The learner should be able to interact, appreciate, and participate at the family, community, national, and international levels.

The economy of the country is built by its people. The education offered should be able to equip the child with skills to positively impact the economy of the country. A better economy brings better living standards for the people.

Technology keeps changing and new industries are being born every day. The education of a country should be able to equip its learners with skills to cope with the latest technology. With better technological know-how industries will grow, and more people will be employed to impact national development.

Promote individual development and self-fulfilment

Before we become a community we are individuals first. The education should be able to bring out the unique talents that each person has and develop them. It should help people to fully identify their potential and fully utilize them.

Promote sound moral and religious values

Education should be able to instill in learners positive moral values for a harmonious existence within a community. Different religious values should also be embraced to develop morally upright individuals.

Promote social equity and responsibility

Education should be for all to create equal opportunity. The goals should include the abled and learners with special needs for inclusivity. It should also create a sense of responsibility and accountability to self, community, and the nation they live in.

Promote respect for and development of Kenya’s rich and varied cultures

Kenya is made up of different tribes that come with varied beautiful rich cultures. Education should expose the learners to these cultures so they to appreciate their diversity and respect other cultures.

Learners will be open-minded and when they meet different people with their beliefs and cultures they can appreciate them.

Promote international consciousness and foster positive attitudes toward other nations

Kenya is part of an international community that requires interaction to benefit from knowledge, resources, and skills from others. Hence, education should equip the learner how to respect, appreciate, and participate in the international community.

They should learn how different countries in the world operate, and the obligations, rights, responsibilities, and beliefs of other nations in the world.

Promote positive attitudes towards good health and environmental protection

We live in our bodies and learners should be taught how to take care of it. Education should instill in learner how to take care of their bodies, good food, communicable and non-communicable diseases, how to prevent them, etc.

Learners should be able to promote environmental preservation and conservation. This can be done by embracing sustainable development and taking care of animals, among others.

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The National Goals of Education in Kenya: Interrogating the Achievement of National Unity

Education is critical in promoting political, social and economic development of any country. It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society. The provision of a meaningful and adequate education is fundamental to Kenya's overall development strategy (MOEST, 2004). The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens. Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort. For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya's national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007-2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved. This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society's key needs.

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National Goals of Education in Kenya: Fostering Unity, Development, and Global Awareness

Explore Kenya’s educational objectives, including fostering national unity, developing individuals, promoting cultural appreciation, and preparing learners for global engagement and sustainable progress.

Education in Kenya is guided by a set of national goals that seek to shape individuals who are not only academically proficient but also socially responsible and globally aware. These goals aim to foster unity, promote social development, and nurture personal growth among learners.

By instilling a sense of patriotism and national identity, education plays a vital role in forging a cohesive society. Furthermore, it addresses the social, economic, technological, and industrial needs of the nation to contribute to its overall development. Education also emphasizes the importance of individual development, encouraging students to explore their interests, talents, and character.

Cultural appreciation and respect for diversity are integral components of the educational objectives in Kenya, ensuring that learners value their own heritage while embracing other cultures. Moreover, education equips students with the knowledge and skills to engage with the global community, promoting international consciousness and positive attitudes towards other nations.

By emphasizing the importance of good health, environmental protection, and sustainable practices, education cultivates a sense of responsibility towards personal well-being and environmental preservation. Overall, the national goals of education in Kenya strive to create well-rounded individuals who can contribute to the progress and prosperity of both the nation and the world at large.

• Foster nationalism, patriotism, and promote national unity Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.
• Social Needs Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.
• Economic Needs Education should prepare the learner with requisite competences that support a modem and independent growing economy. This should translate into high standards of living for every individual,
• Technological and Industrial Needs Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with global trends.
• Promote individual development and self-fulfillment Education should provide opportunities to the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
• Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
• Promote social equity and responsibility Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through community service learning.
• Promote respect for and development of Kenya’s rich and varied cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices iii a dynamic society.
• Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations, Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
• Promote positive attitudes towards good health and environmental protection ​Education should inculcate in the learner the value of physical and psychological well-being for self and others, it should promote environmental preservation and conservation, including animal welfare. For sustainable development. 

In a rapidly evolving world, the goals of education in Kenya are poised to adapt to the demands and opportunities of the future. With advancements in technology, changing global dynamics, and emerging challenges, the national goals of education in Kenya are expected to embrace a futuristic vision.

These goals will equip learners with the skills, knowledge, and mindset necessary to navigate an increasingly interconnected and dynamic world. The futuristic goals of education in Kenya will focus on fostering innovation, global citizenship, sustainability, and adaptability to prepare learners for the challenges and opportunities that lie ahead.

By embracing emerging technologies, promoting critical thinking, and nurturing creativity, education will empower students to become active contributors to a rapidly changing society. Furthermore, the goals will emphasize the importance of global awareness, intercultural competence, and digital literacy to enable learners to engage effectively in an interconnected world.

Sustainable development and environmental stewardship will also play a central role, equipping learners with the knowledge and skills needed to address pressing environmental issues and contribute to a sustainable future. In this futuristic landscape, education in Kenya will be a catalyst for transformative change, empowering learners to thrive in a world driven by innovation, collaboration, and sustainability.

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The National Goals of Education in Kenya: Interrogating the Achievement of National Unity

Education is critical in promoting political, social and economic development of any country.  It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society.  The provision of a meaningful and adequate education is fundamental to Kenya’s overall development strategy (MOEST, 2004).  The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens.

Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort.  For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya’s national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007-2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved.

This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society’s key needs.

Key words : education, goals of education, national unity

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Kenya: Robust or Burst: Education Governance in Kenya After Promulgation of the 2010 Constitution

• First Online: 29 May 2020

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Part of the book series: Educational Governance Research ((EGTU,volume 13))

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Kenya’s education system is undergoing major reforms, especially the curriculum and the human resource aspects. The reforms are aimed at fulfilling Kenya’s national and international goals of education, which are assumed to ultimately support the realization of the nation’s development goals. The education governance structure is reflective of the devolved system of government, even though education is a preserve of the national government rather than a shared responsibility with the county government. This chapter examined Kenya’s education governance structure using the top-down and bottom-up perspectives. The aim was to determine whether the current structure-a result of the promulgation of the 2010 Constitution and the introduction of the devolved system of government- acts as a solid foundation for education policy formulation and implementation. Findings indicate that the structure has been solid and has provided a base on which developments in education have been achieved. However, the structure has also brought with it challenges in education management. Lewin’s (1940’s) change management model and May and Finch’s (Sociology 43(3):535–554, 2009) normalization process theory have been suggested as foundation models that can further strengthen Kenya’s education governance structure.

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Wakiaga, L.A. (2020). Kenya: Robust or Burst: Education Governance in Kenya After Promulgation of the 2010 Constitution. In: Ärlestig, H., Johansson, O. (eds) Educational Authorities and the Schools. Educational Governance Research, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-38759-4_18

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Delivering education in Kenya that addresses the breadth of learning needed to thrive in a changing world

Subscribe to the center for universal education bulletin, joyce kinyanjui joyce kinyanjui director and head of research - ziziafrique, 2016 echidna global scholar @jwkinyanjui.

June 8, 2018

This blog is a summary of the Kenya pilot study of the Breadth of Learning Opportunities toolkit, which is available  here .

What learning is important for children and youth?

Sustainable Development Goal (SDG) target 4.1 is a commitment by the global community to ensure that every girl and boy complete primary and secondary education by 2030. While achieving this goal is imperative, a pertinent question is “What learning is important for all children and youth?” This was one of the guiding questions for the 30 member organizations that comprised phase one of the Learning Metrics Task Force (LMTF). Seven essential domains of learning were deemed as vital for all children and youth to master in order to succeed in school and life. These domains are: physical well-being; social and emotional; culture and the arts; literacy and communication; learning approaches and cognition; numeracy and mathematics; and science and technology. Unless countries deliberately ensure that these domains are captured in their curriculum and policy documents, education delivered to the children and youth may be narrowly focusing on literacy and numeracy only.  

Breadth of Learning Opportunities (BOLO) pilot study in Kenya

In 2017, the Center for Universal Education (CUE) at Brookings and Education International (EI), developed a set of tools ( policy tool , school tool , and teacher tool ) based on the LMTF seven domains of learning to support countries and other stakeholders in measuring the Breadth of Learning Opportunities (BOLO) students are exposed to, both in the national curriculum and in school practices. CUE and EI piloted the BOLO tools in Kenya and Mexico to ensure the tools were aligned before providing national governments and education stakeholders with a facility to examine their education systems and target interventions associated with a range of learning domains. CUE, EI, and ziziAfrique from Kenya piloted the three tools between May and July 2017. For technical details of the pilot study, you can read the BOLO Technical Report .

The tools are able to map the range of learning opportunities pupils are exposed to, highlight differences between the intended and implemented curriculum , and identify challenges that teachers face while implementing the curriculum. However, the main and important challenge with the tools is that head teachers and teachers had difficulty in identifying the seven LMTF domains within their own practices, as the curriculum is organized in terms of subjects as opposed to domains. Localization of the tools, therefore, becomes imperative.

Intended versus the implemented curriculum

All education systems in the world are created to achieve country-specific goals. The main goal of education in Kenya is to support Vision 2030 , the country’s blueprint for economic growth. The intended curriculum, as described in policy documents, is the means by which these education goals are achieved. Whereas the policymakers are clear on the objectives of the curriculum and its delivery at all levels, the same cannot be said for the curriculum implementers who include head teachers, teachers, and officers who supervise curriculum implementation. In many cases, the latter are not aware of the specific competencies that the pupils are meant to demonstrate as their focus is mainly on pupils’ mastery of the content. As a result, there exists a gap between the intended and the implemented curriculum, as demonstrated by the BOLO project. As Kenya shifts from a knowledge-based curriculum to a competency-based curriculum , this is one of the challenges it will have to address.

Other challenges have to do with those that teachers face as they endeavor to deliver a balanced curriculum. These include:

• Teachers often receive little professional support to deliver a balanced curriculum.
• End of cycle exams are usually high stakes and often have consequences for both the teachers and the pupils, forcing teachers to focus on parts of the curriculum that will be assessed while neglecting those that are not examined.
• Many teachers specialize on specific subjects and are unaware of how their subjects link with others to ultimately support pupils to acquire specific competencies.

In many countries, school curriculum is organized by subjects with language, especially the Language of Instruction, numeracy, and sciences. This traditional approach to delivering the curriculum fails to ensure that children and youth acquire 21st century skills like problem solving, collaboration, and critical thinking. Therefore, there is potential for the use of the BOLO tools to help countries identify which opportunities for learning exists, the time and resources allocated to acquisition of specific skills, as well as whether there is alignment between what is intended at the national or regional level and what is implemented in classrooms. Subsequently, the BOLO tools are a good conversation starter for Ministry of Education officers when evaluating the breadth of learning opportunities that learners are exposed to through the implemented curriculum, or when reviewing the curriculum for potential changes.

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Demystifying Competency-Based Curriculum (CBC) – The Kenya Experience

Many graduates today lack the basic competencies required for the present-day labour market. The shift in necessary competencies is accelerated by rapid technological advancements and globalisation.  To equip their young citizenry to flourish and compete effectively globally, many progressive countries across the world have elected to transform their basic education curriculum from content-based to competency-based. Even though the concept is generally the same, specific curriculum provisions and approaches to delivery differ from one country to another.

Competency-Based-Curricula (CBC) work on the premise that to prepare adequately for current and future labour markets and life, learners need appropriate exposure to relevant real-life requirements. This calls for the inclusion of cross-cutting ideas, processes, and practical skills in their curriculum from the early stages of education.

In 2017, Kenya jumped on the bandwagon by launching the Competency-Based curriculum to replace the content-based 8-4-4 curriculum which has been in operation since 1985. The government also initiated the gradual phasing-out of the 8-4-4 curriculum with the last class under the 8-4-4 curriculum expected to sit their KCSE national examination in the year 2027.  

CBC is a fairly new concept to many people in Kenya, including educationists. Reorientation from content-based education to CBC demands a complete paradigm shift. For the system to succeed, investment in stakeholder awareness efforts is critical to promote their appreciation of the new approach and secure much-needed buy-in and support.

In this blog, we explore some key elements of the Competency-Based Curriculum based on the Kenya experience to support its demystification.

Difference between Competency-based and content-based education

Understanding the difference between competency-based and content-based curricula remains challenging for many. We have endeavoured to demonstrate some of the differences by comparing aspects of the two systems as captured in the table below.

Design of Kenya’s CBC 

The Vision of Kenya’s Competency-Based Curriculum is “Engaged, empowered and ethical citizen”.  Its mission is “Nurturing every learner’s potential”.

Policy documents that informed the change of curriculum from 8-4-4 to CBC include:

• Kenya Vision 2030
• The Kenya Constitution
• Taskforce report on the realignment of the Basic Education Sector (Chaired by Professor Odhiambo)
• Sessional Paper No. 2 of 2015
• The 21 st Century Skills
• Harmonised curriculum for East Africa
• Sustainable Development Goals
• KICD Needs Assessment Report 2010.

The Kenya Basic Education Curriculum Framework is anchored on eight National Goals of Education and supported by three (3) major pillars highlighted hereunder.

National Goals of Education

This refers to the general tenets and statements that spell out the national aspirations to be realised through education and from which specific objectives are drawn and executed.  

The Kenya national goals of education are:  

• Foster nationalism, patriotism, and promote national unity
• Promote social, economic, technological, and industrial needs for national development
• Promote individual development and self-fulfilment
• Promote sound moral and religious values
• Promote social equality and responsibility
• Promote respect for and development of Kenya’s rich and varied cultures
• Promote international consciousness and foster positive attitudes towards other nations
• Promote positive attitudes towards good health and environmental protection.

Kenya Basic Education Curriculum Framework Pillars 

The three important pillars that support Kenya’s Basic Education Curriculum Framework are:

• A value-based education where the teaching of positive values is consciously incorporated into the lesson delivery. Values are standards that guide individuals on how to behave or respond in different circumstances. The values promoted under CBC are love, responsibility, respect, unity, peace, patriotism, social justice, and integrity.
• The Guiding principles of opportunity, excellence, diversity and inclusion, parental empowerment and engagement, community service learning, differentiated curriculum and learning.
• Theoretical approaches that were relied upon to provide guidance and which underpin the CBC curriculum framework are highlighted below:
• Instructional Design Theory
• Visible Learning Theory
• Constructivism theories 
• Vygotsky’s Socio-Cultural Theory
• Gardner’s Multiple Intelligence Theory
• Piaget’s Cognitive Development Theory
• Bruner’s Cognitive Development Theory
• Dewey’s Social Constructivism Theory
• Erickson’s Theory of Psycho-social Development

Common Terminology Applied in the Kenya CBC 

Some vocabulary that is employed in the CBC is still confusing for many.  In the table below, we seek to alleviate the disorientation by highlighting some of the keywords and providing the corresponding terms under the 8-4-4 curriculum.

CBC also commonly uses the following acronyms.  

Core competencies for Basic Education in Kenya

Seven core competencies have been identified as essential, to be achieved by every learner in basic education.  These are:  

• Critical thinking and problem solving
• Creativity and imagination
• Self-efficacy
• Communication and collaboration 
• Citizenship 
• Learning to learn 
• Digital literacy 

More details on the seven competencies can be found here.

Organisation of Kenya Basic Education under the CBC

Kenya’s CBC comprises a 2-6-3-3-3 education cycle. The table below shows the different levels of education, the composition of schools therein, and the number of years of learning per level. 

After completing senior school, learners transition to tertiary education and training institutions i.e., University or Technical and Vocational Training (TVET) institutes. 

CBC promotes practical, fun, and participatory teaching/learning methods and demands considerable parental engagement and involvement, including teaching and material support. 

Learning Areas in the CBC Education Cycle

Following recommendations by the Presidential Working Party on Education Reforms 2023 which have since been adopted, the learning areas at different levels of CBC education are as listed below. Note that each level has one (1) extra lesson dedicated to Pastoral and Religious Instruction.

Pre-Primary 1 and 2 (EYE level)

Learning areas at this level are five (5) namely:

• Mathematical Activities
• Language Activities
• Environmental Activities
• Creative Activities
• Religious Activities. 

The minimum age for entry into PP1 is 4 years.  

Lower Primary Grade 1-3 (EYE level)

Learning areas at this level are seven (7), namely:

• Indigenous Languages Activities
• Kiswahili Language Activities/Kenya Sign Language (KSL)
• English Language Activities
• Religious Education Activities
• Environmental Activities (Includes Hygiene and Nutrition)
• Creative Activities.

Upper Primary (Middle school level)

Learning areas at this level are eight (8), namely:

• Kiswahili Language/Kenya Sign Language
• Mathematics
• Religious Education
• Science and Technology
• Agriculture and Nutrition
• Social Studies
• Creative Arts

Junior School (Middle school level)

Here learners are required to take the nine (9) core subjects below. They are no longer required to take optional.

• Social Studies (includes Life Skills education)
• Integrated Science (includes Health education)
• Pre-Technical Studies (includes Computer Studies and Business Studies)
• Creative Arts and Sports.

The Senior School

Specialization is initiated at senior school, where learners are required to choose one of three pathways namely:

• Performing Arts
• Visual Arts
• Languages and Literature
• Humanities and Business Studies.
• Pure Sciences
• Applied Sciences
• Technical and Engineering
• Careers and Technology Studies.

Specific core and optional subjects for this level are available here . 

Note: 

• ICT is considered a learning tool in all learning areas. Additionally, Pertinent and Contemporary Issues (PCIs) are mainstreamed in all learning areas.
• Under CBC, teachers are required to identify areas of strength/challenge for the learner and make appropriate recommendations regarding possible development paths. Children who may find academics challenging can be relocated to vocational institutions which are available in the different Sub-Counties.  

Managing Learners with Special Needs

The system has special provisions for two types of learners with special needs. They include:

• visual impairment
• hearing impairment
• physical handicap
• mild cerebral palsy
• learning disabilities
• emotional and behavioral difficulties
• communication disorders, and
• gifted and talented learners.
• mental handicap
• deaf, blindness
• cerebral palsy
• multiple handicaps
• profound disabilities.

Assessments Under CBC

Under CBC various assessments are carried out to:

• Inform teaching and learning decisions
• Establish the levels of learning competence
• Ascertain progress against learning outcomes
• Encourage learners to make judgement about their performance 
• Enhance learner motivation
• Identify gaps, potential interventions, and referral requirements.

Different approaches are taken in the assessment of learning.  They include:

• Assessment for learning (feedback)
• Assessment as learning (help learner to be independent, set and pursue goals
• Assessment of learning
• Tracking checklists
• Rating Scale (using descriptive words e.g., what, why, when, etc)
• Questionnaires
• Project Work /Methods
• Journalling
• Portfolio (proper maintenance and record of best work for future reference).

Apart from the continuous assessments which run throughout the learning period, major transitional assessments are carried out at the end of the different levels of the education cycle.  They include formative and national assessments. Assessment rubrics are available.

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What are the National Goals of Education in Kenya

• Foster nationalism, patriotism, and promote national unity Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.
• Social Needs Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.
• Economic Needs Education should prepare the learner with requisite competences that support a modem and independent growing economy. This should translate into high standards of living for every individual,
• Technological and Industrial Needs Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with global trends.
• Promote individual development and self-fulfillment Education should provide opportunities to the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
• Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
• Promote social equity and responsibility Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through community service learning.
• Promote respect for and development of Kenya’s rich and varied cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices iii a dynamic society.
• Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations, Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
• Promote positive attitudes towards good health and environmental protection ​Education should inculcate in the learner the value of physical and psychological well-being for self and others, it should promote environmental preservation and conservation, including animal welfare. For sustainable development. 

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