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Since independence in 1963, Kenya has implemented three educational curricula. Unlike the previous education systems, the current competency-based education framework mandates 2 years of pre-primary, 6 years of primary, 3 years of junior and senior secondary, and 3 years of tertiary education. To support smooth transitions from pre-primary to primary education, Kenya has introduced policies aligned with its 2010 Constitution that support a 100% transition at all levels of education. This chapter explores these curriculum and policy changes and the implications of these for transitions to school. It reports the research on pre-primary to primary school transitions examining teacher competencies, parental involvement, school infrastructure, enrolment trends, and school readiness. It highlights the need for collaborative boundary activities to enhance transitions, given the different oversight over early childhood and primary school education. Additionally, the chapter argues for school readiness assessments to be broadened to evaluate the preparedness of all stakeholders supporting children’s learning during this critical phase.

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Transition to School Research, Policy, and Practice in Kenya during the First Quarter of the Twenty-First Century

  • 章节

  • 发表日期：

    2026年

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  • Stephen Amukune,
  • Hudson Ong’ang’a Ouko,
  • Mary Jebii Chemagosi

摘要

Since independence in 1963, Kenya has implemented three educational curricula. Unlike the previous education systems, the current competency-based education framework mandates 2 years of pre-primary, 6 years of primary, 3 years of junior and senior secondary, and 3 years of tertiary education. To support smooth transitions from pre-primary to primary education, Kenya has introduced policies aligned with its 2010 Constitution that support a 100% transition at all levels of education. This chapter explores these curriculum and policy changes and the implications of these for transitions to school. It reports the research on pre-primary to primary school transitions examining teacher competencies, parental involvement, school infrastructure, enrolment trends, and school readiness. It highlights the need for collaborative boundary activities to enhance transitions, given the different oversight over early childhood and primary school education. Additionally, the chapter argues for school readiness assessments to be broadened to evaluate the preparedness of all stakeholders supporting children’s learning during this critical phase.