Re-Aligning Higher Education Curriculum with the 21st Century Expectations: Implications for Teacher

Training in Kenyaby

Julius Jwan, PhDDirector/CEO : Kenya Institute of Curriculum Development

Presented at a Conference on The State of Higher Education in Kenya

Kenyatta University23rd August, 2016

Introduction The guiding philosophy of the reform efforts on Education is the need

for a stable and cohesive nation to provide a platform for socio-economic development and the prosperity of the Nation.

The policy on education and training envisage a curriculum that successively develops the knowledge, skills, competencies, as well as lifelong learning dispositions to meet the human capital needs of the country.

The goal is to develop a repertoire of skills and competencies necessary to achieve the objectives and goals embodied in the Constitution, 2010 and Kenya Vision 2030.

Background

Provision of quality education is to a large extent determined by the capacity of teachers to interpret and implement the curriculum. Teachers are thus a critical factor in the learning process.

Embodied in the policy and legislative framework are new initiatives that will transform the architecture of education and training needs and aspirations of the Country.

A fundamental feature of this policy is a radical change the design

and delivery of the curriculum.

Curriculum Reform Agenda on Teacher Trainingand Professional Development

Kenya’s Vision 2030 envisages the modernization of Teacher Education. This will include:Reforming pre-service teacher education training curricular at all levels.

Enhancing pedagogical approaches that support creativity, innovation, critical thinking and sustainable development;

Enhancing teacher professional development programmes for effective implementation to ensure acquisition of competencies that include life skills;

Agenda cont.

Preparing teacher in-service programmes to equip them to handle children with special education needs, children in emergency situations, children in nomadic communities in building resilience for schooling;

Developing and Implementing a national teacher education policy;

Establishing ICT-based resources for teachers on the competency-based curriculum approach.

Thus The shift to competence-based curriculum require teachers re-orientation on pedagogy, mode of assessment & adequate knowledge of the 21st century skills.

21st century skillsLearning &

Innovation Skills

 

Information, Media &

Technology Skills

Life & Career Skills

- [Values & EQ]

 • Critical Thinking &

Problem Solving• Information Literacy • Flexibility &

Adaptability• Creativity &

Innovation• Media Literacy • Initiative & Self-

Direction• Communication • ICT (Information,

Communications & technology) literacy

• Social & Cross-Cultural Skills

• Collaboration   • Productivity & Accountability

    • Leadership & Responsibility

PARADIGM SHIFT IN TEACHING 

TRADITIONAL TEACHING PARADIGM SHIFT1. Teaching is a technical process Teaching as facilitating learning

defined by learning outcomes

2. Teacher knowledge is technical knowledge applicable to all learners and contexts

Teacher knowledge is complex, problematic, applicability varies across learners & contexts

3. Teaching involves consistent application of technical knowledge

Teaching involves reflective, flexible application of technical knowledge that best brings about student learning

4. Effective of teacher knowledge depends on prerequisite input in teaching environment

Effectiveness determined within the limits & opportunities within the learning environment

Research (Needs assessment) Selection and

admission procedures

Teaching and Learning

Resources

Training Programmese.g Teaching

Practicum

Pedagogy and Assessment

Modes

CompetenciesKnowledge

SkillsAttitudes

Methodology

The study adopted a mixed methods approach -obtained both quantitative and qualitative data from heads of institutions, lecturers, students, civil society members, religious groups and parents across the country. Paradigm: QUAL + QUAN model (equal status + concurrently)

Core Competencies for Basic Education in Kenya

The UNESCO identify competencies for 21st century to include: learning to know, learning to learn, learning to be, and learning to live. Communication and Collaboration Critical Thinking and Problem Solving Imagination and Creativity Citizenship Digital Literacy Learning to Learn Service LearningSelf-Efficacy

The Competence Based model

Competency Framework for School Teachers

Lays emphasis on 46 core competences organized under four domains :

Knowledge: of entire teacher education curriculum & specific subject content Teaching skills: practices which lead to improvement in students learning & achievement. Emphasis on the learner-centred approaches & practices.Assessment and Evaluation: regular assessment and giving of feedback for enhancing learning. Teacher self assessment.Professional values and behavior: principles, morals and ethics required of a teacher to be a role model capable of motivating learners

21st century interdisciplinary themes Global Awareness - understanding global issues, nations and cultures. Financial, Economic, Business & Entrepreneurial Literacy, knowing

how to make economic choices, understanding role of the economy. Civic Literacy - learning how to participate effectively in civic life;

exercising the rights and obligations of citizenship. Health Literacy - obtaining, interpreting & understanding basic health

information & services; understanding preventive physical & mental health measures.

Environmental Literacy - demonstrating knowledge and understanding of the environment, circumstances, conditions affecting it; taking individual and collective action towards addressing environmental challenges

Challenges Paused by Competency-based Curriculum on Pre-Service Teacher Preparation

1) Variation in programmes offered for different levels of pre- service teacher preparation: in Kenya

In ECD Teacher Education: Certificate & Diploma In Primary Teacher Education: Certificate In Secondary Teacher Education: Diploma, Integrated Bachelors Degree &

Post Graduate Diploma in EducationQuestions 1) Might there be need to standardize criteria for selection and admission into

Teacher Training?2) Might there be need to consider prior learning and teaching experiences of

already serving teachers in provision of further education programmes?

Challenges Paused by CBC contd.2) Variation in Topics Taught in Pre-Service Teacher Training Programmes Curricula are varied as they are developed by KICD and UNIVERSITIESContent coverage and student practicum are variedTime frames for course coverage are variedRecommendationsTE programs should include an appropriate balance between theoretical and applied aspect of teaching (practicum) Identify and harmonize core professional courses for program completion and a total number of credits required for graduation of a pre-service teacher trained in Kenyan universities & colleges.Harmonize education programs and provide for both horizontal and vertical transfer of credits between universities and from colleges.

PROGRESSIVE AGENDA/QUESTIONSEstablishment of Teacher Education Policy to which all providers

of pre-service teacher education will adhere to.

Need to standardize pre-service training to ensure graduates are able to meet the requirements of the reformed curriculum for the stipulated levels of learning.

Need for adequate training on leadership skills – (instructional, distributed, transformative leadership etc) for school leadership – more than the current emphasis on management procedures.

PROGRESSIVE AGENDA/QUESTIONS cont.Need to establish certification standards to maintain coherence in

provision of pre-service teacher training - (Advisory Committee on Teacher Education to advice on the certification standards - be reviewed from time to time?).

Should we offer teaching as post –graduate degree hoping that only those who are passionate about teaching pursue it?

Should we establish Kenya School of Education to develop certification standards for teachers, instructional leaders and standards officers?

Conclusion