Today, for every four to five primary Schools, there is one “CDF” secondary school. It is noteworthy that just about 15 years ago, these CDF secondary schools were probably the only primary schools serving their communities. This means these schools will still allow for the day school programmes proposed by the government as most learners can commute to and from their homes comfortably. Most of these schools also lack the resources required to offer the pathways expected at senior school in CBC.

From the educational psychology point of view, learners would feel promoted if they relocate from their Year Six primary school compounds, to join secondary schools, even if the new institutions are just in their neighborhood, as most of them are anyway. Yet, this will still allow for the 100 per cent transition government policy. We could still consider some of the current primary schools with existing separate blocks (sometimes compounds for upper classes such as Standards Six to Eight.

The last point I wish to raise regards to the reorientation of in-service teachers. I reiterate that any teacher who has gone through a teacher education programme is already generally aware of the concepts of competency based teaching such as an emphasis on learning outcomes, focus on learner ability to perform specific relevant and appropriate tasks, participatory learning and formative assessment that appreciates individual learner effort and achievement.

In the context of CBC, it is clearly necessary that teachers get re-orientated in terms of the philosophy of the new curriculum and the attendant pedagogical and assessment approaches. However, the re-orientation is basically aimed at re-tooling tutors on the key departures between the two programmes and not to attempt to train them specifically for CBC as some people argue.

In collaboration with other relevant agencies, KICD needs to develop a curriculum design for in-service re-orientation of the teachers in employment that will be incrementally attained, preferably within the next two holidays (in August and December), complete with evaluation and certification processes.

A one-week intensive module (one every holiday during the year), with provisions for within-the term-portfolio, would serve the purpose. This could include college tutors and educated but unemployed teachers.

The suggestions for in-service teacher re-orientation above could be done in stages as the implementation of CBC progresses from the EYE to other levels of Education.

Dr Ong’ondo is a teacher Educator at Moi University

Today, for every four to five primary Schools, there is one “CDF” secondary school. It is noteworthy that just about 15 years ago, these CDF secondary schools were probably the only primary schools serving their communities. This means these schools will still allow for the day school programmes proposed by the government as most learners can commute to and from their homes comfortably. Most of these schools also lack the resources required to offer the pathways expected at senior school in CBC.

From the educational psychology point of view, learners would feel promoted if they relocate from their Year Six primary school compounds, to join secondary schools, even if the new institutions are just in their neighborhood, as most of them are anyway. Yet, this will still allow for the 100 per cent transition government policy. We could still consider some of the current primary schools with existing separate blocks (sometimes compounds for upper classes such as Standards Six to Eight.

The last point I wish to raise regards to the reorientation of in-service teachers. I reiterate that any teacher who has gone through a teacher education programme is already generally aware of the concepts of competency based teaching such as an emphasis on learning outcomes, focus on learner ability to perform specific relevant and appropriate tasks, participatory learning and formative assessment that appreciates individual learner effort and achievement.

In the context of CBC, it is clearly necessary that teachers get re-orientated in terms of the philosophy of the new curriculum and the attendant pedagogical and assessment approaches. However, the re-orientation is basically aimed at re-tooling tutors on the key departures between the two programmes and not to attempt to train them specifically for CBC as some people argue.

In collaboration with other relevant agencies, KICD needs to develop a curriculum design for in-service re-orientation of the teachers in employment that will be incrementally attained, preferably within the next two holidays (in August and December), complete with evaluation and certification processes.

A one-week intensive module (one every holiday during the year), with provisions for within-the term-portfolio, would serve the purpose. This could include college tutors and educated but unemployed teachers.

The suggestions for in-service teacher re-orientation above could be done in stages as the implementation of CBC progresses from the EYE to other levels of Education.

Dr Ong’ondo is a teacher Educator at Moi University