Re-Energizing Gender Learning in the Context of the Competency Based Curriculum in Kenya

Abstract

This paper is informed by a desk review of research reports, policy document, books, journal papers and other online resources focusing on gender learning and Competency Based Curriculum (CBC). An informal discussion of the data that arose from the desk review was done with six gender experts of balanced gender from Women Educational Researchers of Kenya (WERK), mainly for purposes of quality control. The paper sheds light on gender learning as well as the key principles of CBC in Kenya. It highlights gender inequalities, biases and stereotypes in Kenyan schools and communities, and how they are perpetuated through school. Additionally, the paper demonstrates how CBC could promote gender learning, equality and equity. In this connection, a reflection is made on how girls could be supported in STEM, how community service learning provides a perfect avenue for gender learning and the question of textbook review for gender learning. Among other recommendations, clear policies on gender ought to be developed to guide CBC activities.