Introduction
According to Ornstein and Huskin (2017), a curriculum is a set of planned learning experiences with distinct objectives to foster the student’s knowledge, skills, and value development. This paper gives a critical review of the Kenyan 8-4-4 curriculum. The domains and foundations of the curriculum are outlined. In line with Eisner, as per Zweeris et al. (2023), the curriculum orientations are analyzed. The structure of the curriculum in the classroom setup is highlighted. This is followed by an insight into the curriculum’s planned, enacted, and null features. Generally, as a blueprint for society, the curriculum is reviewed to help the learners to attain their educational goals.
The 8-4-4 Education System in Kenya
The 8-4-4 education system’s curriculum is based on the idea that instruction should be a strategy for achieving objectives. A Kenyan education system implemented in 1985 is still used today (Kaviti, 2018). Eight years of primary education are followed by four years of secondary school and four years of university education in this two-tiered structure. The 8-4-4 educational system prepares students for the workforce and gives them the skills and information they need to thrive in their chosen careers. However, as per Ornstein & Huskin (2018), a good curriculum should emphasize fostering students’ literacy, numeracy, and problem-solving abilities while grounding them in the humanities, sciences, and other topics.
The Foundations, Domains, Orientations, and Influences of a Curriculum
The Kenyan government created the 8-4-4 education system as a comprehensive curricular framework to give pupils in that country an organized education. It is based on national and international standards and emphasizes the total development of the kid. It stresses a broad-based approach to education that covers the eight core courses of English, Kiswahili, Mathematics, Science, Social Studies, Business Studies, Religious Education, and Physical Education. It also enables exploration in four other fields: the arts, music, technology, and foreign languages. The 8-4-4 method strives to give pupils the abilities and principles required for success in the twenty-first century, such as critical thinking, problem-solving, cooperation, and creativity. Its comprehensive character enables students to develop their knowledge, talents, and values in a balanced and holistic approach.
The 8-4-4 curriculum is designed to equip learners with the knowledge and skills they need to succeed. It comprises eight learning domains: English, Kiswahili, Mathematics, Science, Social Studies, Creative Arts, Physical Education, and Religious and Moral Education. These domains allow learners to learn academic content and develop critical thinking, creativity, problem-solving, and communication (Inyega et al., 2021). Additionally, the curriculum emphasizes the development of an ethical and moral compass, allowing students to grow into responsible citizens. Students will develop their knowledge and skills through these domains, enabling them to excel in future endeavors.
The 8-4-4 curriculum is an inquiry-based approach to learning that seeks to develop students’ higher-order thinking skills, promote values of peace, tolerance, and respect for diversity, and foster a student-centered learning environment. The curriculum emphasizes acquiring knowledge and skills through critical inquiry, problem-solving, and self-directed learning (Inyega et al., 2021). This approach encourages students to pursue their interests and develop strong self-efficacy. Additionally, the curriculum encourages students to explore multiple perspectives, collaborate with their peers, and develop the skills necessary to succeed in their future careers.
Government standards, international standards of learning, the needs and interests of the Kenyan student body, and the cultural and social context shape the 8-4-4 curriculum in Kenya. It reflects the values and beliefs of the Kenyan people and is designed to provide students with the knowledge and skills they need to succeed in the 21st century (Akinyi, 2020). It seeks to equip students with the skills to excel in academic and practical fields and foster creativity and critical thinking. The 8-4-4 curriculum also seeks to promote gender equity and ensure that all students have access to quality education regardless of their socio-economic background.
Enacting a Curriculum in the Classroom
As a delivery of the objectives and expectations of the 8-4-4 curriculum during implementation, the delivery depends on the way of teaching. Essential materials and directions should be provided to guarantee that students comprehend the subject and apply it in relevant circumstances (Cheung & tam, 2022). Students participate in the learning process by contributing to discussions, finishing tasks, and participating in evaluations. They also debate and consider the course material to further their grasp of the subjects. Understanding the content, applying it in proper circumstances, and engaging in critical thought about it are the three learning goals that should take precedence. Assessments are used to gauge how well students are grasping the topic (Woods, 1988). Assessments might take the shape of less formal exercises like presentations and class discussions or more formal exams.
Exploring the Relationship Between the Intended, Enacted, and Null Curriculums
The intended curriculum is the goals and objectives outlined in the curriculum documents and standards. It is the material and skills intended to be taught and learned by the students. This is often reflected in the materials, activities, and assessments used in the classroom. This is the content taught in the classroom, which may differ from the intended curriculum, which includes the materials, activities, assessments the teacher uses, and the skills and attitudes emphasized in the classroom. The null curriculum is the material that is not included in the curriculum (Michael Bobias Cahapay, 2021). This can include topics or skills not covered in the curriculum and attitudes and behaviors that are not emphasized or developed in society but are essential to make the curriculum societal oriented. This is important, as it can impact students’ learning and development.
The Tensions between Planned and Enacted Curriculum: An Analysis Using Eisner’s Five Orientations.
Several tensions can be observed when comparing the planned/intended curriculum with the enacted curriculum using Eisner’s Five Orientations to Curriculum. The 8-4-4 education system has been created to provide students with a holistic education and develop their cognitive functions and knowledge in a manner that encourages their growth and learning. However, when observing the enacted curriculum, the focus is often on teaching students in a manner geared towards rote memorization and assessment rather than encouraging them to think critically and express their opinions to develop their knowledge (Kemmis & Sugget, 2015). This discrepancy between the planned/intended curriculum and the enacted curriculum is since the enacted curriculum is often highly structured and needs to provide adequate space for students to explore the subject matter and develop their understanding (Deng, 2021). This discrepancy is further exacerbated by teachers being overworked and not allowing students to think critically and express their opinions. As such, this discrepancy between the planned/intended curriculum and the enacted curriculum highlights the need for schools to provide more resources and support for teachers to ensure that students can think critically and engage with the subject matter meaningfully.
Enacted Curriculum Alignment Evaluation
The enacted curriculum aligns with the intended/planned curriculum to a great extent. The 8-4-4 educational system emphasizes creating a well-rounded education with intellectual and practical skills. This is clear in the enacted curriculum, which is created to give students the knowledge and abilities they need to transfer into the future successfully. Both recent activities and subjects like science and technology, as well as more classic subjects like language, literature, and history, have been included. Additionally, there are added exercises that stress the value of cooperation and communication and encourage critical thinking and problem-solving abilities. Generally, the curriculum balances theory and practice for students to apply their knowledge and abilities in the real world.
The Impact of Intended and Enacted Curriculum on Professional and Personal Tensions
The 8-4-4 education system in Kenya has been subject to several criticisms, including the need for more alignment between the intended and enacted curricula. The intended curriculum is the official syllabus and guidelines for what learners are expected to teach (Walker, 1970). In contrast, the enacted curriculum is the learning experiences and outcomes in the classroom. To evaluate the professional/personal tensions that exist because of the congruence/incongruence between the intended and enacted curriculum, it is necessary to examine to what extent the enacted curriculum aligns with the intended curriculum (Deng, 2021). A significant misalignment can lead to tensions between teachers, administrators, and other stakeholders, who may have different interpretations and expectations of the curriculum.
The justifiability of the enacted curriculum depends on several factors, including the extent to which it meets the learning needs of the learners and the goals of the education system. If the enacted curriculum is not meeting these objectives, it may not be justifiable (Bradbury, 2023). The incongruence between the intended curriculum and the enacted curriculum may be rooted in different foundations, such as psychological, sociological, philosophical, or historical factors (Deng, 2021). For example, a lack of resources or teacher training may contribute to incongruence, while differences in cultural values and beliefs may also play a role. The implications of these tensions on learners, colleagues, and the school community can be significant Learners may lose interest or motivation if the curriculum does not meet their needs and interests. At the same time, if they believe they fall short of the standards set by the system, instructors may become frustrated or burn out. This may affect the school’s general performance and reputation. While writing a critical evaluation, it is crucial to approach the analysis with an open mind, considering both the curriculum’s advantages and disadvantages and potential development areas. Ensuring that their thoughts and perspectives are heard, including all stakeholders, including students, teachers, administrators, and parents, in the review process is also crucial. By doing this, we can develop a more coherent and valuable curriculum that caters to all students’ requirements and prepares them for new challenges.
Conclusion
In conclusion, the Kenyan 8-4-4 curriculum was organized to equip the students with the necessary knowledge and skills to succeed. The standards set met both the national and international scores. Although the intended curriculum was comprehensive and holistic, there was a significant divergence between the intended and the enacted curriculum, making it lose focus. The null curriculum outweighed both the intended and the enacted program making the curriculum sink into the societal reconstruction. Generally, it is necessary to consider the prospects of all stakeholders to ensure that the thoughts and ideas of the curriculum are achieved.
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