All Teachers to undergo Sign Language Training and schools funding model revised: Latest Education News
Learners enrolled in the Competency Based Curriculum (CBC) will be afforded a second opportunity to modify their chosen field of study in Senior Secondary school within a two-month period following their admission.
Simultaneously, the government has disclosed plans to develop a new funding model for senior schools, which is scheduled to be implemented in January when the inaugural CBC cohort transitions from Junior to Senior Secondary school.
The particulars are delineated in the ‘Final County Dialogue Report 2025′.
The document furnishes a thorough summary of the Competency-Based Education (CBE) implementation in Kenya, encapsulating stakeholder feedback across all 47 counties.
Under the proposed framework, student funding in senior schools will be contingent upon their selected area of study.
This may imply that institutions offering technical and scientific subjects will receive enhanced funding due to the substantial costs associated with teaching these disciplines.
“The government is formulating a Senior School Funding Model for Grade 10 to harmonize funding per student based on pathway requirements,” the report states.
The ministry will also impose a restriction whereby only five students from the same junior school may enter the same senior boarding school.
Nevertheless, this regulation will not be applicable to counties with a limited number of senior schools, particularly in marginalized regions.
The Ministry of Education has additionally revealed intentions to introduce a structured career guidance program in Grade 7.
This initiative aspires to assist learners in making more informed choices regarding their preferred areas of study in Senior Secondary school.
Moreover, in what may represent a significant advancement for private schools, these institutions will now be integrated into the selection portal, allowing students the option to attend them if desired.
This process will reflect the university selection criteria that enable students to decide whether they wish to enroll in a private or public university.
However, it remains unclear whether students opting for private schools will receive capitation funding akin to that of their counterparts in public schools.
In what might signify a substantial shift in teacher training, the report has advocated for the inclusion of Kenyan Sign Language as a mandatory component in the training of teachers.
This necessitates that all teachers acquire knowledge of KSL during their training.
According to the report, this requirement has arisen due to the scarcity of special needs educators.
“Include Kenyan Sign Language as a core competency in all teacher training to support learners with hearing impairments,” the report articulates.
Stakeholders have also voiced concerns regarding the deficiency of teachers across various educational fields.
They specifically underscored specialized learning areas such as Music in Creative Arts, Special Needs Education (SNE), and pre-technical studies.
Furthermore, subjects necessitating technical proficiency, such as vocational and technical education, have been identified as experiencing severe understaffing.
It may also represent a notable achievement for private schools, as the government now advocates for the establishment of a policy to facilitate these institutions’ access to government-provided educational materials.
Under this arrangement, private schools are positioned to receive substantial discounts on the acquisition of textbooks, thereby alleviating the financial burden on parents.
“Formulate a policy that enables private schools to obtain government-supplied educational materials through a subsidized framework,” the report states.
The decision arises from concerns expressed by private school stakeholders who feel “frequently excluded from government textbook distribution programs. ”
The report additionally suggests evaluating the readiness of institutions to accommodate senior school learners.
This follows observations from various stakeholders indicating that numerous schools lacked sufficient classrooms, laboratories, educators, or resources essential for delivering STEM, Arts, and Social Sciences programs.
The audit would facilitate pathway specialization, address infrastructure deficiencies, and support the transition to Senior School.
“Prioritize a national audit of school readiness for pathway implementation, encompassing facilities, staffing, and instructional resources,” the report states.
The report further proposes the enhancement of career guidance systems.
This recommendation comes after stakeholders noted that learners tend to select subjects and career trajectories “at an excessively early stage, particularly at the Senior School level. ”
Parents and educators suggested permitting exploration prior to decision-making, indicating a necessity for informed choices.
The report contends that a structured approach to guidance and counseling will assist learners in making informed decisions.
The report has also proposed that the government allocates funding and support for digital devices and infrastructure, particularly in underserved and rural educational institutions.
This will encompass solar-powered laboratories and mobile ICT units.
This recommendation follows feedback from stakeholders highlighting that many schools lacked internet access, computers, or electricity, especially in rural or remote regions.
Furthermore, this initiative will significantly benefit dropouts, as the report now advocates for the development of a pathway for learners to reintegrate into the system under CBC.
This indicates that those who were educated under the 8-4-4 system but did not complete their education now have an opportunity to do so under the CBC framework.
Under the proposal, KICD will devise a CBC Pathway for adult learners.
“Align adult learning programs with CBC principles and establish structured re-entry pathways for out-of-school youth and adult learners,” the report states.