[Situational Analysis] Situational Analysis for the GCED Curriculum Development & Integration (CDI) Project in Kenya (Volume 1)

This situational analysis was commissioned by APCEIU as a background paper to inform key issues and strategies for its GCED Curriculum Development and Integration Project (GCED CDI) in Kenya.

The situational analysis of Kenya comprises two volumes:

[Volume 1] Global Citizenship Concepts in the Curriculum of Kenya: Analysis and Initial Recommendations (2019. IBE)

[Volume 2] Global Citizenship Education Curriculum Development & Integration: Situational Analyses under the 2nd Round Project (Kenya) (2019. KICD)

[Volume 1] Global Citizenship Concepts in the Curriculum of Kenya: Analysis and Initial Recommendations (2019. IBE)

The first volume, Global Citizenship Concepts in the Curriculum of Kenya: Analysis and Initial Recommendations, analyzes the extent to which Global Citizenship Education (GCED) is reflected in the aims and content of Kenya’s national curriculum. It reviews key education policies and curriculum documents, using a GCED coding scheme developed by the International Bureau of Education (IBE) in 2017, based on UNESCO’s GCED framework and focused on civics and citizenship education, in collaboration with APCEIU. Two other UNESCO coding schemes are also applied to capture a broader range of GCED concepts. Drawing on this analysis and relevant research on curriculum reform in Kenya, the report offers initial recommendations and identifies multiple opportunities to strengthen the integration of GCED in current and future curriculum reforms.

Table of Contents

Summary  p.5

1. Introduction  p.7

2. Methodology  p.10

3. Findings  p.13

     3.1 Findings for overall aims of the Kenyan curriculum  p.13

     3.2 Findings for Education for Sustainable Development and Peace Education Policy

     3.3 Findings for Kenyan Basic Education Curriculum Framework  p.22

4. Discussion with Recommendations  p.26

    4.1 Recommendations for national curriculum goals and learner outcomes  p.27

    4.2 Recommendations for strengthening the presence of GCED within various subjects  p.31

    4.3 Integrating GCED within reforms in teacher education, textbook writing and other supports essential for an effective implementation  p.34

5. Final Thoughts  p.35

References  p.36

ANNEX A  p.40

ANNEX B  p.41