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Grim and critical.
They never bothered to legislate corrective laws to give CBE financial teeth, that despite a court ruling demanding it. 
They want a poorly educated, unquestioning and inarticulate population which continually votes to keep jokers employed to make the laws for them. This is the devil in the detail.
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The effects of this deliberate messing up of the education system will be felt and have a nationally negative effect for decades to come, and fixing it will take more decades.
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Deliberate, yes–because the solution is simple and obvious to people who mean business: have a sitting in parliament one morning and pass the relevant law which will automatically enable Treasury to release money to the education ministry to fund public schools. Otherwise all the talk and threats to school heads relating to capitation is hot air. School principals are not magicians, how do they run school activities and feed the children without money???
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I knew these kids were in trouble when I discovered they abolished G.H.C.R.E. Can’t even measure distances on paper with a string.
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Their imagination or thinking that a poorly educated populace is best for them is the evidence of their illiteracy.
For one to appreciate a well educated population they must first have been well educated. Even long ago I used to see very brilliant old men and women who were not educated but they valued education and an educated population. First forward to the current lot who think accumulating papers and titles by whatever means Is the epitome of academic and professional accomplishment
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GHC was my favourite.
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Yeah. The civics part was especially interesting because it really covered how government works. We should have all known there’s a problem when they changed it to social studies.
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Waliharibu sana mkuu. Back then masomo ilikuwa tamu
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Social studies = Women’s studies.
Me too
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Here’s a structured comparison of Kenya’s Geography, History, Civics, Religious Education (GHCRE) curriculum (1980s–2000s) versus the Social Studies curriculum that replaced it:
| Aspect | GHCRE (1980s–2000s) | Social Studies (introduced mid-1980s onward) |
|---|---|---|
| Core Subjects | Geography, History, Civics, Religious Education (Christian/Islamic) taught as distinct subjects | Integrated curriculum combining history, geography, civics, and elements of religious/moral education |
| Focus | - Geography: physical & human geography, environment - History: political history, colonialism, independence - Civics: governance, rights, duties - Religious Ed: moral values, scripture |
- National identity & unity - African heritage & culture - Environmental awareness - Civic responsibility & social cohesion |
| Pedagogical Approach | Subject-specific, compartmentalized learning | Integrated, thematic approach linking disciplines to everyday life |
| Values Emphasis | Religious and moral instruction emphasized separately | Broader civic and social values embedded in all topics (e.g., nationalism, peace, cooperation) |
| Challenges | - Overlap and fragmentation across subjects - Heavy content load - Limited critical thinking focus |
- Implementation difficulties (teacher training, resources) - Risk of superficial coverage due to integration |
| Outcome Goals | Knowledge acquisition in separate domains | Holistic development: identity, citizenship, environmental stewardship, social harmony |
As we can see, people stopped learning about real systems of governance and structured religious frameworks in favour of vague ideas of the natural world, and feelings based subjects.
