[Situational Analysis] Situational Analysis for the GCED Curriculum Development & Integration (CDI) Project in Kenya (Volume 2)

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

Developed by the Kenya Insitute of Curriculum Development (KICD) in collaboration with Kenyan MOE, Teacher Service Commission and UNESCO, the second volume, “Global Citizenship Education Curriculum Development & Integration: Situational Analyses under the 2nd Round Project (Kenya),” examines the current status of Global Citizenship Education (GCED) in the Kenyan curriculum, identifies key gaps and challenges in its implementation, and explores opportunities for strengthening GCED integration through curriculum development, pedagogy, and stakeholder engagement. It provides a more contextualized analysis informed by insider perspectives. 

Table of Contents

Foreword  p.3

Acknowledgement  p.7

Abbreviations and acronyms  p.12

Abstract  p.15

Chapter 1. Introduction  p.17

   1.0 Background  p.17

   1.1 Rationale for the GCED Situational Analysis in Kenya  p.24

   1.2 Statement of the Problem  p.24

   1.3 Overall and Specific Objectives  p.25

   1.4 Significance of the Study  p.26

   1.5 Scope of the Study  p.27

   1.6 Limitations and Delimitations of the Study  p.28

   1.7 Assumptions of the Study  p.29

   1.8 Definition of Operational Terms  p.29

Chapter 2. Literature review  p.31

   2.0 Introduction  p.31

   2.1 Background  p.31

   2.2 Level of Awareness of Stakeholders on GCED  p.32

   2.3 Pedagogical Approaches Used by Teachers to Mainstream GCED in School Curriculum  p.35

   2.4 Resources Used in Implementation of GCED  p.38

   2.5 Gaps in the Implementation of GCED  p.40

   2.6 Roles Played by Key Actors in the Implementation of GCED  p.43

   2.7 Summary of the Literature Review  p.45

Chapter 3. Research design and methodology

   3.0 Introduction  p.46

   3.1 Research Design  p.46

   3.2 The Target Population  p.47

   3.3 The Sample Size  p.47

   3.4 The Sample Design  p.48

   3.5 Sampling Procedure  p.50

   3.6 Data Collection Instruments  p.51

   3.7 Piloting of Research Instruments  p.51

   3.8 Validity of Research Instruments  p.51

   3.9 Reliability of Research Instruments  p.52

   3.10 Trustworthiness of the Study  p.54

   3.11 Data Analysis  p.56

   3.12 Ethical Considerations  p.57

Chapter 4. Presentation and discussion of findings  p.58

   4.0 Introduction  p.58

   4.1 Response Rate  p.58

   4.2 Demographic Information  p.60

   4.3 Level of Awareness of GCED  p.62

   4.4 Pedagogical Approaches in Mainstreaming Citizenship  p.76

   4.5 Resources Used in the Implementation of GCED  p.84

   4.6 Roles Played by Key Actors in the Implementation of GCED  p.94

Chapter 5. Summary, conclusions and recommendations  p.113

   5.0 Introduction  p.113

   5.1 Summary of the Findings  p.113

   5.2 Conclusions  p.114

   5.3 Recommendations  p.116

   5.4 Suggestions for Further Research on GCED  p.117

References  p.118

Appendices  p.125

  Appendix I: Questionnaire for teachers, instructors and tutor/lecturers  p.126

  Appendix II: Tool B - Interview schedule for key informants  p.130

  Appendix III: Focus Group Discussion (FDG)  p.133

  Appendix IV: Map of Kenya showing counties  p.136

  Appendix V: Some of the institutions visited  p.137

  Appendix VI: Pictorial  p.142