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There is often pressure to announce completion of the curriculum long before the expected time. [Courtesy]
A spectre has been haunting primary and secondary schools in Kenya — the spectre of hurried curriculum delivery. This rush has disrupted the teaching and learning environment.
The problem has gradually weakened the development of young people’s potential because it prioritises finishing content over ensuring meaningful understanding. Yet the country has not fully confronted the impact of this trend, which continues to affect schools and even households.
The purpose of education is not simply to complete topics but to develop learners who can think critically, apply knowledge and solve real-world problems. The 8.4.4 system, despite its shortcomings, was built around academic rigour and sought to cultivate these abilities. The Competency-Based Education (CBE) system has articulated similar goals, with the main difference being the approach used to achieve them.
