Change Management class assignment: Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in the new curriculum, what is being changed, how is the change process being handled, what are the anticipated challenges of the change process, how are they and how can they be mitigated?

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KENYATTA UNIVERSITY
SCHOOL: SCHOOL OF BUSINESS
DEPT: DEPARTMENT OF BUSINESS ADMINISTRATION
UNIT NAME: MANAGEMENT OF STRATEGIC CHANGE.
UNIT CODE: BBA 829
LECTURER: DR. LINDA KIMENCU.
Assignments by:
JOHN SHIKUKU
MARY MUYU
JAMES MURIMI
TASK
Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in
the new curriculum, what is being changed, how is the change process being handled, what are
the anticipated challenges of the change process, how are they and how can they be mitigated,
The following are some of the factors that result in curriculum development:
Triggers
Political
Politics affect curriculum development in numerous ways and this starts with funding. Both
public and private educational institutions rely on funding for hiring personnel, construction
buildings and maintaining facilities and equipment. All aspects of curriculum development
depend on local, state and national political standards. From defining goals, interpreting
curricular materials to approving examinations systems, politics affect curriculum development.

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Economic
Nations financing education expects an economic return from educated students contributing to
the country’s economy with global competition abilities in technical fields. Curriculum content
influences learner goals, standards for academic achievement with an underlying influence of the
nation’s economy
Technological
The computer technology of 21st
century influences curriculum development at every level of
learning. Learning Centre’s and classrooms increasingly require the use of computers as requisite
interaction for studies among students. Technological multimedia use influences educational
goals and leaning experiences among students
Diversity
Social diversity such as religion, culture and social groupings affect curriculum development
because these characteristics influence the types of topics and methods for teaching information.
The new curriculum must take into account the society’s expectations, group traditions and
promoting equality.
Employer and industry viewpoints
While professional bodies ultimately reflect employer and industry expectations, these pressures
are sometimes exerted for instance many departments and schools have an industry advisory
committee to allow a timely flow of such advice and suggestions.
What is being changed.
Curriculum
The curriculum has been changed from 8-4-4 system to 2-6-3-3-3 system from the initial 8 years
in primary, 4 years in secondary and 4 years in university to 2 years in pre-primary, 6 years in
primary, 3 years in lower secondary, 3 years in upper secondary and 3 years in university. The
curriculum is referred to as competency Based Curriculum (CBC).

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ECD has two levels only (pre-primary 1 and pre-primary 2) that is PP1 and PP2. The class is
now referred to as Grade. Subject areas are now referred to as learning areas and the topics and
sub topics are now known as strands and sub-strands. The learning outcome is the new term that
replaces the lesson objectives. The learning resources are used instead of teaching aids.
The basic education will be organized into three levels namely: Early year’s education, middle
year’s education and senior school. Level 1: Early year’s education will take 5 years; this will
comprise 2 years of pre primary and 3 years of lower primary school education. Level 2: Middle
school education will take six years (this shall comprise three years of upper primary and 3 years
of lower secondary education). Level 3: Senior school education will take 3 years. Senior school
comprises three years of education targeted at learners in the age bracket of 15 to 17 years and
lays the foundation for further education and training at the tertiary level and world of work.
Specialization takes place at senior school; the student can choose three pathways namely; Arts
and Sports Science, Social Sciences and Science, Technology, Engineering and Mathematics
(STEM). The Arts and Sport Science pathway comprise of sports, performing arts and visual
arts. The Social Science pathway comprises of languages & literature and humanities and
Business Studies. The Science, Technology and Mathematics (STEM) pathway comprises of
Pure Sciences, Applied Sciences, Technical & Engineering careers and Technology Studies.
Mode of evaluation
Learners will not sit for exams but they will be evaluated through continuous assessment tests
(CATs) on the skills acquired as opposed to cramming for exams, as has been the case.
Mode of learning
Learning will mostly incorporate practical sessions as opposed to oral teaching and the learning
is learner centered.
How the change is being handled
Money has been set aside to equip teachers with necessary skills to confidently use the new
teaching and assessment methods to cater for all types of learners. The TSC is also supporting

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the Curriculum Support Officers to coach and mentor teachers. There has been continuous hiring
of teachers to curb the teacher shortage.
The Education Ministry had allocated sh 6 billion towards the development of infrastructure in
all public schools. The change was piloted in 2017 ahead of its implementation in January 2019,
the 1st
piloting was done in 470 schools across the country that constituted five pre-primary and
five primary schools in every county which were classified as public, private, rural or urban
which is a representation of the type of schools in the country.
The Ministry of education brought a team of international experts to give their input before the
rollout. The ministry also commissioned an external evaluation to generate comparative findings
on the state of preparedness for full CBC rollout.
Kenya National Examinations Council is leading reforms on assessment; they are developing an
assessment framework that allows teachers to provide ongoing feedback to learners to create
stronger learning outcomes for learners.
The Ministry of Education is leading engagement of other stakeholders who support schools and
children’s learning. This includes Head teachers who will support teaching methods, Civil
Society and NGOs who will support schools to deliver the new curriculum and parents who will
support children to learn the skills in the new curriculum.
Necessary legislations have also been formulated as well as collaborations with key stakeholders
with the performance of the following activities.
 1 st
National conference that adopted the needs assessment survey
 2nd
National conference that adopted the Basic Education Curriculum framework
 Launch and dissemination of National Curriculum Policy in 2019
 Developed and Disseminated Curriculum designs for Pre-primary 1 and 2 and Grades 1,
2, 3 and 4
 Task force to inform CBC implementation has been established
 Ongoing Monitoring of the CBC implementation
 Over 71 CBC master trainers

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 Over 3,360 Curriculum Support Officers and CBC Champion Teachers drawn from
various schools in all the counties were trained to serve as trainers of teachers (ToT) in
2018 and 2019
 About 96,000 teachers were trained in April 2019 and 91,000 in 2018 on CBC through a
multi-sectoral approach. A further 79,760 pre-primary teachers were trained in
collaboration with the county governments for both private and public schools.
 Over 1,468 Education field Officers from the Ministry of Education and TSC , County
Directors, Sub-county Directors of Education, Chief Education Officers and County
Quality Assurance and Standards Officers
 Development of primary Teacher Education Curriculum in progress.
(Source: Daily Nation 16 th
August 2019)
Challenges
Inadequate trained personnel
There is lack of proper training for teachers. Teachers have not been well trained to take up the
new curriculum and they have no knowledge of how the new curriculum works and yet they are
being pushed to accept and implement it. The few who have been trained to take on the new
curriculum are even struggling with the concept and they lack the capacity demanded by the new
curriculum are even struggling with the concept and they lack the capacity demanded by the new
curriculum in short, teachers lack the knowledge of CBC pedagogy.
Lack of a clear policy framework
There are no clear policy frameworks constituted to guide the use of this new curriculum design.
There are also no laws guiding the implementation of CBC. This is as a result of not constituting
a commission to look into it, failure to engage all the stakeholders and thus unable to develop a
policy.
Lack of sensitization of the concerned groups
Kenyan parents and learners have not been adequately sensitized on the importance of C.B.C.
Many of them only hear of it over the radios and televisions and they do not even understand

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much about it. Therefore, they know it as a bad curriculum and thus try to resist it in all ways
possible.
Technology not matching with infrastructure
Technology not matching with infrastructure for example the use of computers require well
equipped computers laboratories, computers and other peripherals.
Political instability and corruption.
Due to corruption in the country, it has become expensive to acquire the equipment and
infrastructure in schools.
Resistance from a section of stakeholders
The new curriculum has faced a lot of resistance especially by a section of teachers affiliated to
Kenya Union of Teachers (KNUT) citing lack of collaboration and participation in the
curriculum development process.
How are the challenges being mitigated.
The government is conducting conferences and workshops, the 1 st
National conference adopted
the needs assessment survey, and the 2nd
National conference adopted the Basic Education
Curriculum framework.
The government also launched and disseminated the National Curriculum Policy in 2019 and
developed and disseminated Curriculum designs for Pre-primary 1 and 2 and Grades 1, 2, 3 and
4.
The formed a Task force to inform CBC implementation and established a mechanism for
Monitoring of the CBC implementation. Similarly, Over 71 CBC master trainers, over 3,360
Curriculum Support Officers and CBC Champion Teachers drawn from various schools in all the
counties were trained to serve as trainers of teachers (ToT) in 2018 and 2019 and about 96,000
teachers were trained in April 2019 and 91,000 in 2018 on CBC through a multi-sectoral
approach. A further 79,760 pre-primary teachers were trained in collaboration with the county
governments for both private and public schools.

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Over 1,468 Education field Officers from the Ministry of Education and TSC, County Directors,
Sub-county Directors of Education, Chief Education Officers and County Quality Assurance and
Standards Officers have been trained and sent on ground to monitor and evaluate the roll-out
process.
The government is in the process of developing Primary Teacher Education Curriculum and a
directive issued to principals of TTCs not to admit new students in anticipation of the change of
curriculum.
How the challenges can be mitigated.
Kenya institute of curriculum development (KICD) should organize to train more teachers on the
meaning and appropriate pedagogy for the competencies. The government of Kenya should
come up with a way of acquiring quality technology to help in efficient implementation of the
new curriculum by (KICD), the government should also train the teachers on how to use this
technology in their teaching and learning activities. Kenya institute of curriculum development
should collaborate with the national examination council, the teacher’s service commission and
other agents such as Kenya national union of teachers.
More teachers should be trained in the revised curriculum content to ensure they are not
overwhelmed with many changes that come with it. Kenya institute of curriculum development
should develop criteria to guide publishers in publishing C.B.C textbooks so as to avoid the
many errors that have been witnessed. Planning should be done in advance to provide adequate
time for preparation, collaboration, communication and facilitation of teachers on the transition
process to CBC as well as printing of books and provision of other resources in a timely manner.
This provides for adequate time for proof reading and correction of errors before printing of the
books
The ministry of education should increase the number of C.B.C trained teachers in Kenyan
public schools so as to balance with the number of learner in those schools. This will also help
reduce the number of subjects being handled by a single teacher in a public school through
employment of more teachers to curb the teacher shortage in the country.

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Budgeting should be done well in advance by setting aside money that is enough for training,
purchase of learning resources and infrastructural development etc to permit a smooth transition
process.
Government should provide teaching and learning materials to all public schools to solve the
problems of shortage learning materials e.g. textbooks and laboratories. This will make the
institutional work easy.
The ministry of education should increase the frequency of conducting seminars and workshops
to sensitize the teachers on the need of changing the curriculum and equipping them with
necessary skills on how to teach. Equally universities have been encouraged to streamline their
teaching in line with the new curriculum so that they can produce teachers who will be able to
handle the students who have gone through the new curriculum.
The problem of shortage of fund is being mitigated through more budgeting allocation to the
ministry of education. This will make the ministry smoothly run its operations of implementing
the new curriculum. It is even enjoying the political support from the ruling government hence
funding will be easy.
More classrooms should be built in anticipation that the CBC will arouse high demand of
education which may cause influx of learners. Government through the constituency
development fund (NG-CDF) is building more schools so that the existing classrooms may not
be overstretched.
References
Ayiro. L. P (2005). Education as a vehicle towards vision 2030. Nairobi: Kenya
Makuri.A. (2005) implementations to redesigning pedagogy. The Kenya’s educational policy:
exploring some of the major areas of Education, Manyang University of reading
Ossron.E (2003).Micy analysis in the future of good societies.