LEVERAGING CURRICULUM REFORMS FOR SUSTAINABLE DEVELOPMENT IN KENYAN SCHOOLS: AN ANALYSIS OF THE PRESIDENTIAL WORKING PARTY ON EDUCATION REFORM REPORT (2023)
Abstract
Statement of the Problem: Kenya’s education sector is undergoing a major transition from the 8-4-4 system to the Competency-Based Curriculum (CBC), but effective implementation continues to face challenges related to teacher preparedness, assessment, financing, infrastructure, and stakeholder engagement.
Purpose of the Study: This paper analyzes the Report of the Presidential Working Party on Education Reform (PWPER, 2023) to examine how curriculum reforms can be leveraged to promote sustainable development in Kenyan schools.
Methodology: The study is based on a review of the PWPER Report and relevant academic literature on educational transformation, curriculum reform, and sustainable development.
Findings: The paper establishes that the shift to the 2-6-3-3 structure provides a strong framework for nurturing 21st-century skills, learner competencies, innovation, and talent development. However, its success depends on addressing structural bottlenecks in teacher management, assessment systems, resource allocation, financing, and public participation.
Conclusion: The study concludes that CBC has the potential to align Kenyan education with sustainable development goals if the PWPER recommendations are implemented effectively.
Recommendation: The study recommends strengthening teacher preparation, improving assessment frameworks, increasing equitable financing, expanding infrastructure, and enhancing stakeholder engagement to support effective curriculum reform.
Keywords: Leveraging, Curriculum Reforms, Sustainable Development, Schools, Presidential Working, Party, Education Reform Report (2023)
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