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Kenya's education system is undergoing significant reforms, prompting a critical re-evaluation of how literature is taught to foster deeper engagement and practical skills among students.
The traditional approach to teaching literature in Kenyan schools, often focused heavily on critical analysis for examination purposes, is facing calls for a broader, more engaging methodology. As the country continues to implement the Competency-Based Curriculum (CBC), educators and policymakers are exploring ways to move beyond rote memorisation and cultivate a genuine appreciation for literary works, connecting them to real-world contexts and fostering creativity.
The Kenya Institute of Curriculum Development (KICD), the government body responsible for curriculum oversight, has been at the forefront of these changes. Recent updates to the curriculum, particularly in 2024 and 2025, indicate a shift towards competency-based and experiential learning across all levels of basic education. This includes a stronger emphasis on digital literacy, sustainability, and global citizenship, aiming to equip learners with skills relevant for the modern world.
Kenya's education system has undergone numerous reforms since independence, each aiming to align with national development goals. The 8-4-4 system, introduced in 1985, emphasised vocational subjects to prepare students for the job market. However, it was often criticised for its examination-oriented nature, which some argue limited deeper learning and critical thinking, particularly in subjects like literature.
The current Competency-Based Curriculum (CBC), introduced in 2017, represents a significant departure, focusing on formative assessments and practical skills. The CBC aims to prepare learners with 21st-century skills relevant to socio-economic needs, moving away from a teacher-centered approach to a more student-centered one.
The KICD plays a pivotal role in shaping the content and pedagogical approaches for literature. The Institute is responsible for developing curriculum designs and approving learning materials. Under the CBC, language subjects, including English and Kiswahili literature, now emphasise cultural exchange, communication skills, and media literacy. There have also been efforts to introduce oral literature into the Kiswahili curriculum and to diversify the types of literary works examined.
Teachers, parents, and students are key stakeholders in the implementation of these reforms. While the CBC aims to empower students with practical skills, challenges remain in teacher preparedness and the availability of adequate resources. A 2025 report by Zizi Afrique Foundation and Usawa Agenda highlighted alarming literacy gaps, with only four out of ten Grade Four learners in public schools able to read and comprehend a Grade Three-level English story. This underscores the need for effective teaching methodologies and sufficient learning materials.
Some educators have expressed concerns that the integration of English and literature under previous reforms was not adequately informed by research and was haphazardly implemented, sometimes reducing literature to comprehension passages in examinations. There is a call for more than five compulsory set books for literature in senior school and for creative writing to be offered as a subject to foster serious writers.
The success of moving beyond a criticism-focused approach to literature hinges on several factors, including adequate teacher training, equitable distribution of learning materials, and a shift in examination culture. Without these, the risk remains that literature will continue to be taught for the sole purpose of passing examinations, rather than fostering a genuine love for reading and critical engagement with texts. Inconsistencies in textbook distribution across public schools have already been noted by the National Assembly Committee on Education.
While the KICD is developing curriculum support materials for various languages, including foreign and local ones, the extent to which these will be effectively integrated into classrooms and lead to improved learning outcomes remains to be fully seen. The impact of reduced learning areas under the CBC on the depth of literary study is also a point of ongoing discussion.
The Competency-Based Curriculum has been implemented in phases, with the first cohort now in Grade Nine. The KICD continues to develop curriculum materials for higher grades, including Grade 11 and 12. Ongoing teacher professional development is crucial for the successful implementation of the CBC.
Observers will be keenly watching how the KICD addresses the challenges of teacher preparedness, resource allocation, and the integration of diverse literary forms. The effectiveness of the new curriculum in fostering creativity, critical thinking, and a sustainable reading culture among Kenyan youth will be a key indicator of its success. The ongoing efforts to curb the circulation of fake and substandard learning materials will also be critical in ensuring quality education.
Further reporting on the impact of the Competency-Based Curriculum on specific subjects, teacher training initiatives, and literacy rates across different regions of Kenya will provide deeper insights into the evolving educational landscape.
