A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

Abstract

This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.