Implementation of Kenya's Basic Education Curriculum Framework: A Pursuit of Quality Education for Social Economic and Political Growth

Abstract

Rote learning is the main 8-4-4 system's critism. Graduates of 8-4-4 system have not shown evidence of Education for Self-Reliance Philosophy. The Government of Kenya released the Kenya Basic Education Curriculum Framework commonly as a remedy. Its Vision is grounded in the Constitution of Kenya 2010 and the Country's Vision 2030 Goals.  This paper through desk top research compares the new education framework with the 8-4-4 system in promoting the quality of education in Kenya. It utilizes Fagerlind and Saha's (1989) Human Capital Theory to assert that educating a county's populace yields higher productivity of labour and provides the much needed skills essential for industrial development for socioeconomic and political growth. The organization of the new framework has focused on broad-based curriculum, exploration and selection of pathways that will avail the skills for Kenya's industrial revolution. In respect of its nobility, the hiccups that characterized implementation and execution of 8-4-4 curriculum should not be repeated.  Rushing implementation processes may lead to haemorrhaged executions.