The document summarizes Kenya's proposed education curriculum reforms. It outlines plans to shift from a content-focused curriculum to one centered around competencies. Key changes include increasing flexibility, integrating early childhood education, and emphasizing skills like critical thinking, creativity, and digital literacy. The reforms aim to better align Kenya's education system with its development goals and international standards.
Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
Curriculum development processes in Pakistan HennaAnsari
Curriculum development processes at elementary and secondary level
Curriculum Bodies at Primary and Secondary Levels
Steps Involved in Curriculum Review/Revision Process
Process of national curriculum development in Pakistan under Federal Control of Curriculum
2 Curriculum Reforms and policies
VARIOUS ROLE OF A TEACHER IN CURRICULUM DEVELOPMENT
Problems and issues in curriculum development
Curriculum development is a complex and highly specialized field which requires technical competence, the ability to comprehend curricular problems and an understanding of development in different countries of the world.
For More Relevant Presentation Visit my Website:
http://jobsforworld.blogspot.com/2015/12/presentation-of-education.html
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Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
New Education Policy 2020 - Big changes in CBSE and Higher EducationTheCareerGalaxy
The Modi Government announced the new education policy 2020 which bring several major reforms in Education Sector in India. The NEP, approved by Union Cabinte on Wednesday brings out major reforms in School and higher education including teaching. In school education, the policy focuse on overhauling the curriculum and easire the board exams.
Curriculum development is a complex and highly specialized field which requires technical competence, the ability to comprehend curricular problems and an understanding of development in different countries of the world.
For More Relevant Presentation Visit my Website:
http://jobsforworld.blogspot.com/2015/12/presentation-of-education.html
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
New Education Policy 2020 - Big changes in CBSE and Higher EducationTheCareerGalaxy
The Modi Government announced the new education policy 2020 which bring several major reforms in Education Sector in India. The NEP, approved by Union Cabinte on Wednesday brings out major reforms in School and higher education including teaching. In school education, the policy focuse on overhauling the curriculum and easire the board exams.
New Education Policy was launched on Wednesday, July 29. Earlier, in the afternoon the Union cabinet approved the policy that aims to overhaul the country’s education system. Union Ministers for Information and Broadcasting (I&B)Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020. Earlier on May 1, Prime Minister Narendra Modi had reviewed the NEP- 2020, for which draft was prepared by a panel of experts led by former Indian Space Research Organisation (ISRO) chief K Kasturirangan. The NEP 2020 aims at making “India a global knowledge superpower”.The new academic session will begin in September-October – the delay is due to the unprecedented coronavirus disease (Covid-19) outbreak – and the government aims to introduce the policy before the new session kicks in
National Education Policy (NEP) has been approved by the Cabinet has been presented by Union Ministers "Prakash Javadekar" and "Ramesh Pokhriyal Nishank" in the cabinet briefing.A (5+3+3+4) curricular and pedagogical structure had been proposed based on the cognitive-developmental stages of the children rather than their age. This further divides the K12 years into Foundational Stage (age 3-8 yrs): 3 years of pre-primary plus Grades 1-2, Preparatory Stage (8-11 years): Grades 3-5, Middle Stage (11-14 years): Grades 6-8 and Secondary Stage (14-18 years): Grades 9-12. The NEP also aims to create a new highest regulating body, the Rashtriya Shiksha Aayog or National Education Commission, that would be headed by the Prime Minister of India.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Tools and AI for Teaching Learning and Research
Becf kepsha-presentation-dec-7-2017
1. MINISTRY OF EDUCATION CURRICULUM REFORMS
13th KEPSHAAnnual Delegates Conference
“Competence Based Curriculum for Quality Education”
presented by
Dr. Julius O. Jwan
Director/CEO
Kenya Institute of Curriculum Development
Venue: Sheikh Zayed Children Welfare Centre, Mombasa.
Date: 2nd – 7th December 2017
by
2. MINISTRY OF EDUCATION CURRICULUM REFORMS
Constitution of Kenya 2010
Article 53 (1) (b) states, that every child has a right to free and compulsory basic
education
Article 10, National values and principles of governance
The Kenya Vision 2030
integrating early childhood into primary education;
Reforming secondary curricula
modernizing teacher training
Global Standards
UNESCO IBE (curriculum review every 5 years)
East African Community Protocol
Sustainable Development Goal No 4 (ensuring quality education)
KICD Needs Assessment Survey 2016
• Need to embed a national values system
• Need to enhance acquisition of pre-requisite competences (21st Century Skills )
Rationale for Curriculum Reforms
3. MINISTRY OF EDUCATION CURRICULUM REFORMS
• Which knowledge, skills and values should we include in our
curriculum?
• Are the ‘subjects’ constituted in the curriculum adequate?
• How can we make learning relevant and interesting to students?
• Would the acquisition and development of such knowledge, skills and
values, and of the associated capabilities and competencies, enable our
young people to lead meaningful and productive lives?
• How can we determine whether these competences are being
attained?
Fundamental questions curriculum developers need to answer
4. MINISTRY OF EDUCATION CURRICULUM REFORMS
Envisaged changes in the reformed curriculum
FROM (less) TO (more)
Content Focus Focus on Competencies
Rigid and Prescriptive curriculum
with limited flexibility
Flexible with Opportunities for
specialisation - pathways
Focus on summative assessment and
competition
Balance between formative and
summative assessment, and
excellence
Emphasis on Schooling Emphasis on Education
Teaching Learning
5. MINISTRY OF EDUCATION CURRICULUM REFORMS
Learning & Innovation
Skills
Information, Media
&Technology Skills
Life & Career Skills
- [Values & EQ]
• Critical Thinking &
Problem Solving
• Creativity & Innovation
• Communication
• Collaboration
• Information Literacy
• Media Literacy
• ICT (Information,
Communications &
technology) literacy
• Flexibility & Adaptability
• Initiative & Self-
Direction
• Social & Cross-Cultural
Skills
• Productivity &
Accountability
• Leadership &
Responsibility
21ST CENTURY SKILLS
6. MINISTRY OF EDUCATION CURRICULUM REFORMS
What is competency based education?
• Competency based education is an organizational or systems
approach to schooling and learning where students move ahead
primarily based on the demonstration of what they know and can
do, rather than time spent in class
• The approach allows students to advance based on their ability to
master a skill or competency at their own pace regardless of
environment.
• It is tailored to meet different learning abilities and can lead to
more efficient student outcomes.
9. MINISTRY OF EDUCATION CURRICULUM REFORMS
1. Foster nationalism, patriotism and promote national unity
2. Promote social, economic, technological and industrial needs for
national development
3. Promote individual development and self-fulfillment
4. Promote sound moral and religious values
5. Promote social equality and responsibility
6. Promote respect for and development of Kenya’s rich and varied
cultures
7. Promote international consciousness and foster positive attitude
towards other nations
8. Promote positive attitude towards good health and
environmental protection
NATIONAL GOALS OF EDUCATION
12. MINISTRY OF EDUCATION CURRICULUM REFORMS
Values
• Love
• Responsibility
• Respect
• Unity
• Peace
• Patriotism
• Social Justice
• Integrity
Guiding Principles
• Opportunity
• Excellence
• Diversity and Inclusion
• Parental Empowerment and
Engagement
• Community Service
Learning
• Differentiated Curriculum
and Learning
Theoretical Approaches
• The Instructional Design
Theory
• Vygotsky’s Social-
Cultural Theory
• Gardner’s Multiple
Intelligences Theory
• Piaget’s Theory of
Cognitive Development
13. MINISTRY OF EDUCATION CURRICULUM REFORMS
Core Competencies for Basic Education
1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Imagination and Creativity
4. Citizenship
5. Digital Literacy
6. Learning to Learn
7. Self -Efficacy Next topic
17. PRE-PRIMARY AND LOWER PRIMARY LEARNING AREAS
1. Language Activities
2. Mathematical Activities
3. Environmental Activities
4. Psychomotor and creative
Activities
5. Religious Education
activities (CRE/IRE/
HRE/PPI)
1. Literacy
2. Kiswahili Language Activities/ KSL
for learners who are deaf
3. English Language Activities
4. Indigenous Language Activities
5. Mathematical Activities
6. Environmental Activities
7. Hygiene and Nutrition Activities
8. Religious Education (CRE/IRE/
HRE/PPI) and Life Skills Activities
9. Movement and Creative Activities
(Art, Craft, Music and Physical Ed.
PRE-PRIMARY 1
and 2
LOWER PRIMARY
Grade 1-3
19. PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS
1. Kiswahili Language /KSL for
learners who are deaf
2. English language
3. Science and Technology
4. Social Studies (Citizenship,
Geography, History)
5. Mathematics
6. Home science
7. Agriculture
8. Religious Education
(CRE/IRE/ HRE/PPI)
9. Creative Arts (Art, Craft,
Music)
10. Physical and Health
Education
11. Pastoral Programme of
Instruction (PPI)
1. English
2. Kiswahili / KSL (for learners who
are deaf)
3. Mathematics
4. Integrated Science
5. Health Education
6. Pre technical and Pre Career
Education
7. Social Studies (Citizenship,
Geography, History)
8. Religious Education (CRE/IRE/
HRE)
9. Business Studies
10. Agriculture
11. Life Skills Education
12. Sports and Physical Education
13. Pastoral Programme of
Instruction (PPI)
Optional subjects
LOWER SECONDARY
GRADE 7-9
UPPER PRIMARY
GRADE 4-6
Optional subjects
20. MINISTRY OF EDUCATION CURRICULUM REFORMS
SCIENCES
1 2 3 4 5 6 7 8 9
MATHEMATICS, ENGLISH AND
SCIENCE IS A REQUIREMENT IN
ALL THE PATHWAYS
Next topic
21. MINISTRY OF EDUCATION CURRICULUM REFORMS
Select a maximum of two
from the options
BACK
22. MINISTRY OF EDUCATION CURRICULUM REFORMS
Select a minimum of one from the options
BACK
23. MINISTRY OF EDUCATION CURRICULUM REFORMS
Select a minimum of one
from the options
BACK
24. MINISTRY OF EDUCATION CURRICULUM REFORMS
Select a minimum of 3
subjects and a maximum of 5
from the options
BACK
25. MINISTRY OF EDUCATION CURRICULUM REFORMS
Select a minimum of 3
subjects and a maximum of 5
from the options
BACK
26. MINISTRY OF EDUCATION CURRICULUM REFORMS
The learner will select a minimum
of three from the options
BACK
27. MINISTRY OF EDUCATION CURRICULUM REFORMS
The learner will select a minimum of one of the
optional subjects
BACK
28. MINISTRY OF EDUCATION CURRICULUM REFORMS
The learner will select a
minimum of one of the
optional subjects
BACK
29. MINISTRY OF EDUCATION CURRICULUM REFORMS
The learner will select a minimum of one of the optional
subjects
BACK
30. MINISTRY OF EDUCATION CURRICULUM REFORMS
Broad Area Pertinent and Contemporary Issue
1. Citizenship Peace education, integrity, ethnic and racial relations, social cohesion,
patriotism and good governance, human rights and responsibilities, child’s
rights, child care and protection, gender issues in education.
2. Health Education HIV and AIDS Education, alcohol and drug abuse prevention, life style
diseases, personal hygiene, preventive health, common communicable and
chronic diseases.
3. Life Skills Education and
Values Education
Life skills, values, moral education and human sexuality, etiquette.
4. Education for Sustainable
Development (ESD)
Environmental education, disaster risk reduction, safety and security
education (small arms, human trafficking), financial literacy, poverty
eradication, countering terrorism, extreme violence and radicalization.
5. Non-Formal Programmes Guidance services, career guidance, counselling services, peer education,
mentorship, learning to live together, clubs and societies, sports and games.
6. Community Service
Learning and Parental
Engagement
Service learning and community involvement, parental empowerment and
engagement.
Pertinent and Contemporary Issues in the Curriculum
32. MINISTRY OF EDUCATION CURRICULUM REFORMS
CURRICULUM DESIGN FOR EARLY YEARS
EDUCATION
33. MINISTRY OF EDUCATION CURRICULUM REFORMS
Curriculum Design
National Goals of Education
Learning Outcomes for Early Years Education
Essence statements for pre-primary curriculum
Subject outcomes
Strands( topics/themes)
34. MINISTRY OF EDUCATION CURRICULUM REFORMS
Features of the curriculum design
a) Strands/sub-strands
b) Specific Learning outcomes
c) Suggested Learning Experiences
d) Guiding inquiry questions
e) Core competences to be developed
f) Link to Pertinent and Contemporary Issues
g) Link to other subjects
h) Community Service Learning
i) Assessment
35. MINISTRY OF EDUCATION CURRICULUM REFORMS
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a
variety of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health and
wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage
for harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
Learning Outcomes for Early Years Education
36. MINISTRY OF EDUCATION CURRICULUM REFORMS
• Teachers Guides
• Pupils Work books
• Digital content
• Radio programmes
• TV PROGRAMMES
Curriculum Support Materials
37. MINISTRY OF EDUCATION CURRICULUM REFORMS
Paradigm Shift in Assessment
Less More
Norm referenced Criterion referenced
Competitive learning
Collaboration, Cooperative
Learning
Assessment of learning
(summative assessment)
Assessment for learning
(formative assessment)
Rigidity Flexibility
38. MINISTRY OF EDUCATION CURRICULUM REFORMS
Assessment of Learning (Summative Assessment)
• Includes tests, examinations, performances, presentations,
portfolios, and a variety of written, oral and visual methods.
• This provides feedback on learner’s achievement to make
decisions for placements or further studies and career paths
• It comes at the end of a unit or tier or a term.
Assessment in Competency based education
39. MINISTRY OF EDUCATION CURRICULUM REFORMS
Assessment as Learning
Learner
ownership
Planning
Intentions
Criteria
Questions
Feedback
Peer/self
Assessment
The learner is independent, self directed to set individual goals, monitor
own progress self assess, and reflect on learning.
40. MINISTRY OF EDUCATION CURRICULUM REFORMS
• It involves gathering data during the learning process, and provides
feedback to both the learner and teacher to improve learning.
• Diagnostic Assessment- discover what learners know and are able to
do learning styles, strengths, and needs.
• Design assessment with flexibility (content, affective and
responsive, observation) to reflect a student’s achievement against a
set criteria, not against another student
• Develop a tracking system for each learners progress
• Students take and active role in learning
• Innovative assessment strategies (observation, rating scales, rubrics,
diaries, journaling, portfolios, profiling etc)
Assessment for Learning (Formative Assessment)
42. MINISTRY OF EDUCATION CURRICULUM REFORMS
Retooling of curriculum implementers (teachers, head teachers,
institutional managers, curriculum support officers).
Development of modules for training on
- competence-based learning and
- instructional leadership
- Continuous professional development
Development of a monitoring framework for feedback and review of
programmes
Development of a platform for performance evaluation and experience
sharing
Establishment of communities of learning to encourage peer
mentorship among teachers
Implications of curriculum reform
43. MINISTRY OF EDUCATION CURRICULUM REFORMS
• Establish the adequacy of the learning areas in promoting attainment
of core competencies among learning in early years education
• Assess the adequacy of the learning methods in promoting
achievement of core competencies among learners
• Assess the adequacy of allocated time for various learning areas
• Establish the relevance of the instructional materials in promoting
achievement of core competencies among learners
• Assess the assessment modes in measuring achievement of core
competencies among learners
• Identify effective parental engagement strategies for the early years
education level.
Objectives of the pilot
44. MINISTRY OF EDUCATION CURRICULUM REFORMS
• Targeted levels:
- Pre-Primary 1 & 2
- Lower primary Grades 1 & 2
• Type of school
- Public Urban
- Public Rural
- Private Urban
- Private Rural
- Special Needs Education (Integrated or independent)
• Single stream schools
Sample Schools
45. MINISTRY OF EDUCATION CURRICULUM REFORMS
Teachers positive Reflections on CBC based on the Pilot
• It is flexible and learner centered,
• There are varied activities and learners can explore their
abilities;
• Instilling values to the learners has been made easier;
• Burden of marking homework had reduced
• Reaching out the slow learners;
• Identifying learners abilities;
• Instilling values in learners;
• Focusing on outcomes and use of enquiry questions;
• Facilitating the learning ie, interaction between the teachers
and the learners is enhanced
46. MINISTRY OF EDUCATION CURRICULUM REFORMS
• Handling information that requires digital devices
• Guiding parents on assessment and homework;
• Grading according to assessment rubrics;
• Changing from thematic to Inquiry based approach
• Large classes;
• Generating KIQ;
• Lessons too many;
• takes a long time to plan;
• It takes time to assess individual learners;
• Lack of guidance in dealing with learners who exceed expectations;
Teachers’ concerns on CBC based on the Pilot
48. MINISTRY OF EDUCATION CURRICULUM REFORMS
Case method instruction
Team-based learning
Project-based instruction,
Problem based learning
Observation
Dialogue and reflection
Self paced learning
Experiential Learning
Experimentation
Training on Pedagogical Approaches for Inquiry Based
Learning
49. MINISTRY OF EDUCATION CURRICULUM REFORMS
Implementation strategy
Master Trainers
TOTs training
Orientation of
QASOs and
CSOs
Orientation of
Head Teachers
and Teachers
Mentorship and
support
50. MINISTRY OF EDUCATION CURRICULUM REFORMS
CorrectiveAction QASOs & CSOs fills in
feedback tool,
QASOs & CSOs feed
back to curriculum
developers
Research team routinely
collects and analyzes
data
Monitoring and Learning from Implementation
53. MINISTRY OF EDUCATION CURRICULUM REFORMS
BASIC EDUCATION IMPLEMENTATION MATRIX
2018 • Roll out of PP1&2 and G1 to G3
• Development of curriculum designs, learning materials
and teaching guides for G4 to G6
• In-service re-tooling of G4 and G5 teachers in CBC
2019 • Roll out G4 and G5
• Development of curriculum designs, learning materials
and teaching guides for G7 to G9
• In-service re-tooling of G5 and G6 teachers in CBC
curriculum
54. MINISTRY OF EDUCATION CURRICULUM REFORMS
2020 • Roll out G6
• Development of curriculum designs, learning
materials and teaching guides for G10 to G12
• In-service re-tooling of G7 to G12 teachers in CBC
2021 • Roll out G7
• In-service re-tooling of G8 and G9
2022 • Roll out G8
• In-service re-tooling of G8 and G9
2023 • Roll out G9
• In-service re-tooling of G8 and G9
2024 • Roll out G10 First cohort in the pathways