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Role of Parents in the Competency Based Curriculum

The document outlines the essential role of parents in a competency-based curriculum, emphasizing that parental involvement significantly influences a child’s educational success. It details the shift from the previous 8-4-4 education system to a more flexible 2-3-3-3-3 structure, highlighting the new curriculum's focus on skills acquisition, collaboration, and individualized learning pathways. The curriculum aims to nurture each child's potential, with emphasis on experiential learning and the development of core competencies essential for 21st-century citizenship.

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BASIC EDUCATION CURRICULUM TRAINING Role of Parents in the Competency Based Curriculum Dr. Linda Kimencu
Parents Partnership
Parents Connect ■ The parent is the first teacher that a child will ever have. ■ A biggest portion of a child’s personality, values, and attitudes are formed in the institution of family. ■ The family is the first institution where the child is educated and raised and therefore parents have fundamental role to play in the personal development and achievement of their children. ■ Studies show that parental involvement in a child’s education has more powerful influence on students’ academic achievement than anything about the school the students attend
Competency Based Curriculum ■ A competency based curriculum is a curriculum that emphasizes on what the learners are expected to do, rather than just what they are expected to know. ■ It is the curriculum that recognizes that every child is different, with different attributes
Rationale for Curriculum Change ■ Curriculum changes from 8-4-4 to 2-3-3-3-3 ■ 8-4-4 began in 1985 with the theme of “self reliance” ■ 8-4-4 was criticized for being overly academic and examination oriented. ■ Does not offer flexible education pathways ■ Resulted to increased drop out rates and wastages ■ Does not focus or nurture talents and interests of learners ■ Resulted to increased competition rather than collaborations ■ Focused on passing exams rather than knowledge acquisition ■ Blamed for increase in unemployment and other social
Paradigm Shifts in new curriculum 8-4-4 ■ Focus on content/theory ■ System is rigid and prescriptive with limited one size fits all options ■ Focusses on summative assessments and competition ■ Emphasis is on schooling ■ Emphasis is on teaching Competency Based Curriculum ■ Focus on competence and skills acquisition ■ System is flexible allowing for pathways for specialization ■ Balances summative and formative assessments ■ Emphasis collaborations ■ Emphasis on education ■ Emphasis is on learning
New Competency based Curriculum ■ To be rolled out gradually and incrementally ■ Changes in pre-school and 1st grade to 3rd grade rolled out in January 2018 ■ 4th grade- 6th grade- 2019 ■ 7th grade-9th grade- 2020 ■ 10th grade- 12th grade- 2021
Vision and Mission ■ Vision: Enable every Kenyan to be Engaged, Empowered, and Ethical citizen ■ Achieved through world-class standards in the skills and knowledge of the 21st century, enabling schooling environments, provision of resources, and sustainable visionary curriculum. ■ Mission: Nurture Every Learners Potential by providing opportunities to identify their talents and enable them reach their highest potential.
Goals of Education ■ Curriculum is anchored on the National goals of Education ■ Foster nationalism and patriotism ■ Promote national unity ■ Promote social, technological, and industrial needs for national development ■ Promote individual development and self fulfilment ■ Promote sound and moral religious values ■ Promote social equity and responsibility ■ Promote respect for development of Kenya's rich culture ■ Promote international consciousness ■ Promote positive attitudes toward good health and environmental protection
Pillars of the new curriculum Pillars ■ Responsibility ■ Respect ■ Excellence ■ Care ■ Compassion ■ Understanding ■ Tolerance ■ Honesty ■ Trustworthiness Guiding Principals ■ Opportunity ■ Excellence ■ Diversity ■ Inclusion ■ Parental empowerment and engagement ■ Community Service learning ■ Differentiated curriculum and learning
Core Competencies for the new curriculum ■ Communication and Collaboration ■ Critical thinking and Problem Solving ■ Imagination and Creativity ■ Citizenship ■ Digital Literacy ■ Learning to Learn ■ Self Efficacy
Organization of the new Curriculum
Facts about the new curriculum ■ Pupils join pre-primary level at four years old. ■ Before joining pre-school children need to have attained: oral skills, creativity skills, social skills, toilet training, behavior management, and movement activities. ■ Early years education include 2 years of pre-primary ( kindergarten) and 3 years of lower primary ( 1st grade- 3rd Grade). ■ Children will join 1st grade at 6 years ■ Middle School refers to Upper Primary ( 4th grade- 6th grade) ( 9-12 years old) ■ A national summative exam will be done before joining 7th grade.
■ Secondary school will begin on 7th grade ■ Lower secondary school- 7th-9th grade ( 13-15 years old) ■ Senior Secondary will include 10th-12th grade ( 16-18 years old). This will be the end of basic education. ■ Students at senior secondary school will be required to specialize in one of the three pathways: Arts and Sports science; Social Sciences; and STEM ■ All subject areas will be anchored on the 7 competences: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital literacy, learning to learn, self-efficacy
Proposed learning areas Pre-Primary ( 1 and 2) ■ Language activities ■ Mathematics activities ■ Environmental activities ■ Psychomotor and creative activities ■ Religious education Lower primary ( 1st Grade-3rd Grade) ■ Literacy ■ Kiswahili language activities or KSL for Special need students ■ English language activities ■ Indigenous language activities ■ Mathematics activities ■ Environmental activities ■ Hygiene and nutrition activities ■ Religious education ■ Movement and creative activities ( art, craft, music, and physical education)
Proposed learning areas for upper primary and lower secondaryUpper Primary ( 4th grade-6th grade) ■ Kiswahili language or KSL for special needs students ■ English activities ■ Foreign languages ( Arabic, French, German, and Mandarin- chose 1) ■ Science and technology ■ Social studies ( Citizenship, geography, history) ■ Mathematics ■ Home science ■ Religious education ■ Creative arts ( art, craft, music) ■ Physical and Health education Lower Secondary ( 7th grade-9th grade) ■ English ■ Kiswahili/ KSL ■ Mathematics ■ Integrated science ■ Health education ■ Pre-technical & pre-career ed ■ Social Studies ( citizenship, geography, history) ■ Religious education ■ Business studies ■ Agriculture ■ Life skills ■ Sports and Physical education ■ ( Optional subjects: visual arts, performing arts, home science, computer science, foreign language, Kenya sign language, and indigenous language)
Senior Secondary
Subject/Learning areas ■ Subject/ learning areas will be delivered and contextualized within these broad areas: Citizenship, Health education, education and sustainable development, learner support program, community service learning, parental empowerment and engagement, life skills and values education, non- formal program such as pastoral programs, guidance services, career guidance, peer education, mentorship, learning to live together, clubs and societies, sports and games, etc.
Assessment of the New curriculum ■ Assessment will be both formative and summative ■ In class assignment will be done collaboratively in teams, although individual efforts will also be evaluated ■ Assessment will be done through rubrics, portfolios, observation schedules, checklists and rating scales, journaling, oral questions and answer ■ Teachers will develop a profiling assessment tool for each learner using the information obtained from the various assessments. The records will be tabulated alongside the learners competencies achieved within a set period of time.
An example of a profiling toolPerformance Exceeds Expectations (4) Meets Expectations (3) Approaching Expectations (2) Below Expectations Legibility: Daily Work is printed legibly Consistently uses proper letter sizes and formation Demonstrates knowledge of and uses proper letter sizes and formation. Uses proper letter size and formation but not consistently proper letter size and formation Rarely uses proper letter size and formation ( e.g. reversals, mixed upper and lower case) Learning Area Skills Performance Indicators Language activities Articulation of sound The learner can recognize letter b, c, and g sounds Tracing The learner adequately traces patterns but misses out on contours Coloring Confuses color green and yellow Pattern Writing Writes a pattern but does not maintain the line Example 2: Sample report Name: Bidii MpendaKazi Class: PPT2 Year 2017 Term: 3 Age: 5.8 years
What you need to know ■ Learners will be required to attain the 7 competencies before finishing basic education. ■ ICT will be mainstreamed in all subject areas ■ Learning will be experiential and applicable to a learners immediate environment. ■ Concepts will not be theoretical/abstract but contextual and applicable ■ Assessment will be both formative and summative, measuring critical thinking, judgement, reasoning and interpretation of issues. ■ Learners to choose a maximum of two optional subjects at upper school according to personality, ability, interest, and career choice ■ Students to complete 135 hours of community service in their senior secondary school level regardless of career pathway
■ Homework will be referred to as extension work- referring to extended work beyond classroom. ■ Delivery of the course will be through learning resources and not teaching aids ■ An individualized education plan will be developed for each student by the teacher, parent, and the individual learner. ■ Assessment will be done through rubrics, portfolios, observation schedules, journaling, oral questions and progress report.
■ Children will be guided to choose the appropriate career choices during the lower secondary school (7th grade-9th grade.) ■ Students will be expected to choose a career pathway at senior secondary school level. ■ The career pathways chosen by the student will lead them to tertiary college in its line or the world of work through employment or entrepreneurship. ■ The curriculum is inclusive of the special needs component.
Your Role as a Parent ■ More than ever, the parent will need to be Present, Involved, Engaged, and Empowered in guiding the child's academic and personal life. ■ Learning begins way before the child gets to school. ■ Learning is a life-long process ■ Learning does not only occur in the classroom ■ Encourage your child to take opportunities to learn through journaling their daily experiences and through filling their paintings, coloring work, bead work, photos, drawings etc. within a binder/file ( portfolio). You could also get your child a camera to take photos of the environment, through that you can identify what their interests are at an early age and capitalize on them.
Tips for parents ■ Identify opportunities for your child to practice the 7 competences at home: ( communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital literacy, learning to learn, self- efficacy). ■ Engage care takers who will partner with you in ensuring the child attain the basic competencies before joining pre- school ■ Be a role model for learning ■ Pay attention to what your child love ■ Be involved in the school activities
■ Tune into how your child learns and practice what he/she learns ■ Discuss with your child a pertinent issue currently being featured on the media ■ Engage your child in one or more community service activities ■ Engage your child in one or more non-formal activity to identify the strengths and talents ■ Encourage family discussion of books, newspapers, magazines and TV programs and family games such as scramble ■ Ensure that your child is using ICT gadgets responsibly by supervising their usage of digital devices. Use various kids safe engine such as kiddle, kids info, kids search etc.
■ Engage your child with a family chore that require they utilize what they learn in school e.g. cooking a new recipe, taking care of a pet animal, gardening etc. ■ Help your child take charge of his/her learning e,g. develop a home schedule with your child for the days activities ■ Encourage an entrepreneurial culture from an early age by probing the child to use the skills learnt in school to develop products or services ■ Rather than ask your child what they would like to be when they grow up… ask, what problems do you seek to find solutions to. This will give a sense of meaning and purpose for their lives. ■ Make memories as you instill love for learning within your child by developing various learning resources e.g. paper collage with old newspapers and pictures etc.
Partnering with the school ■ Inquire from your Childs school the extent to which the new curriculum has been rolled out ■ Inquire from your school the type of projects/work/community service to be done ■ During parents volunteer day; volunteer in your child school to introduce the learners on what your profession constitutes. ■ Partner with your childs teacher from early on to begin developing the Individualized Education Plan for your child ■ Partner with your child, teacher and other educational consultants to guide your child in choosing the appropriate career path in line with his/her personality, interest and strengths
■ Request your teacher to provide a merit/demerit report of your child's behavior/ strengths/ weaknesses etc regularly ■ Inquire from your school how the pre-tech or pre-career education will be delivered. ■ Request your child's teacher to inform you of the learning outcomes that are to be delivered weekly so that you could begin preparing the learning resources with your child. ■ Evaluate your childs’ progress with your teacher along all the various progress reports obtained from rubrics, portfolios, rating scales etc. ■ Provide the learning resources and supplies to your child e.g. files, pens, papers, etc. ■ Assist your child in developing and organizing the learning portfolio.
Conclusion ■ Parenting is one of the hardest jobs you will ever do, but one with the greatest reward of pure love. ■ Children are a gift and blessing from God ■ Although parenting does not come with a manual, the Bible explicitly tells us: Train a child in the ways he/she should go; and when he/she is old; he will not depart from it ( Prov 22:6- KJV ) ■ Its out duty and role to model and steward our children to reach their God given greatest potential.
Thank You! ■ Dr. Kimencu is a co-founder of Learning Gaps Center for education and professional development in career advising and mentoring. ■ If you need to book for curriculum training for your school/ church etc. or career guidance or your child. ■ Contact: lkimencu@learninggapscenter.com/ lkimencu@gmail.com ■ Phone: +254 757-924-784.