Draft Harmonised Curriculum Structureand Frameworkfor Primary Education 070814

ANNEX IV
EAST AFRICAN COMMUNITY
DRAFT HARMONISED CURRICULUM STRUCTURES AND FRAMEWORK

FOR THE EAST AFRICAN COMMUNITY
PRIMARY EDUCATION
EAC SECRETARIAT
Arusha, Tanzania
August, 2014
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Table of Contents
Table of Contents ............................................................................................ 2
Contributors ................................................................................................... 5
Foreword......................................................................................................... 5
Acknowledgements.......................................................................................... 5
Abbreviations .................................................................................................. 6
1.0 Introduction ........................................................................................... 8
1.1 The EAC Context .................................................................................... 8
1.2 The International and Global Context of Education .............................. 9
1.3 The Rationale for Curriculum Harmonization in EAC Primary Education

10
1.4 The Curriculum Framework: Role and Functions ............................... 10
2.0 National Goals and Philosophies of Education among EAC Partner States 11
2.1 Republic of Burundi ............................................................................. 11
2.2 Republic of Kenya ................................................................................ 11
2.3 Republic of Rwanda ........................................................................... 12
2.4 Republic of Uganda ........................................................................... 13
2.5 United Republic of Tanzania .............................................................. 14
2.6 Proposed EAC Goals and Philosophy of Education ............................. 15
3.0 Principles for development and implementation of the curriculum

framework..................................................................................................... 16
3.1 The Curriculum Development Principles ............................................ 16
3.2 Curriculum Implementation Related Principles .................................. 17
4.0 Primary Education Structure ................................................................ 18
4.1 Current Primary Education Admission structures in EAC Countries . 18
2
4.2 Proposed Admission Requirements for EAC Primary Education ............ 19
4.3 Characteristics of Primary Education learners and their impact on

curriculum ................................................................................................. 19
4.4 Curriculum Development Process ...................................................... 27
5.0 Primary Education Aims, Objectives and Expected Outcomes ............... 27
5.1 Objectives of Primary Education in the Republic of Burundi .............. 27
5.2 Objectives of Primary Education in the Republic of Kenya .................. 27
5.3 Objectives of Primary Education in the Republic of Rwanda.................. 28
5.4 Objectives of Primary Education in the Republic of Uganda ............... 28
5.5 Objective of Primary Education in the United Republic of Tanzania .... 29
5.6 Proposed Objectives for Primary Education in EAC ............................ 29
5.7 Proposed EAC Primary Education Key Competences .......................... 30
5.8 Key competences, descriptions, learning outcomes ............................... 30
6.0 Organization of Primary Education Curriculum .................................... 39
6.1 Learner Centred Teaching and Learning ............................................ 39
6.2 Key actors in the Learner Centred Teaching and Learning Process ..... 39
6.3 Criteria for Quality curriculum design and implementation ................ 40
6.4 Current Primary Education Curriculum in the EAC. ....................... 43
6.5 Recommended Primary Education Curriculum in the EAC ................. 44
6.6 Cross cutting Issues ............................................................................. 45
6.7 Time allocation for the teaching and learning process ........................... 45
7.0 Teaching and learning resources ............................................................. 49
7.1 Teacher as a Resource .......................................................................... 49
7.2 Physical Resources ............................................................................... 49
7.3 Teaching and learning materials ........................................................... 49
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7.4. Time as a resource .............................................................................. 49
7.5 Standard Resources required for Curriculum Implementation ............. 50
7.6 The Role of Stakeholders in the Provision of Teaching and Learning

Materials .................................................................................................... 50
8.0 Assessment strategies ............................................................................. 51
8.1 Current Assessment of Primary Education in the East African

Community ................................................................................................ 51
8.2 Proposed Assessment of the EAC Primary Education Curriculum ......... 53
8.3 Proposed types of assessment............................................................... 54
9.0 Implementation of the Harmonized EAC Primary Education Curriculum

Framework.................................................................................................... 56
9.1 Implementation process ....................................................................... 56
EAC Curriculum Framework Glossary ........................................................... 57
4
Contributors
Foreword
Acknowledgements
5
Abbreviations
AIDS Acquired Immunity Disease Syndrome
CBET Competence Based Education and Training
CPD Continuous Professional Development
DIS District Inspector of Schools
ICT Information Communication and Technology
KNEC Kenya National Examinations Council
TSC Teachers Service Commission
KICD Kenya Institute of Curriculum Development
EAC East African Community
EAEC East African Examination Council
EDP Education Development Partners
EFA Education For All
FPE Free Primary Education
HIV Human Infection Virus
GoK Government of Kenya
GWPE Government White Paper on Education
IGE Inspectorate General of Education
KCPE Kenya Certificate of Primary Education
KENSHIP Kenya School Improvement Project
KESSP Kenya Education Sector Support Programme
KIE Kenya/Kigali Institute of Education
KISE Kenya Institute of Special Education
KNEC Kenya National Examinations Council
MDGs Millennium Development Goals
MoE Ministry of Education
MOES Ministry of Education and Sports
MOES&T Ministry of Education, Science and Technology
MoHEST Ministry of Higher Education, Science and Technology
MoEVT Ministry of Education and Vocational Training
NAC National Assessment Centre
NCDC National Curriculum Development Center
NGO Non-Government Organization
PLE Primary Leaving Examinations
PTA Parents-Teachers Associations
QAS Quality Assurance and Standards
RNEC Rwanda National Examination Board
RNTQF Rwanda National Qualifications Framework
SADE Senior Assistant Director of Education
SBTD School Based Teacher Development
SEOs Senior Education Officers
SEP School Empowerment Programme
SMCs School Management Committees
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SNE Special Needs Education
TAC Teacher Advisory Centre
TSC Teachers‘ Service Commission
UNEB Uganda National Examinations Board
UPE Universal Primary Education
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1.0 Introduction
1.1 The EAC Context

The 21st Century poses a number of challenges to all societies. This calls for
governments and stakeholders to enhance integrated investments in education,
research and human capital development in order to prepare citizens to operate
effectively in the globalized economy. The East African Community Partner
States have made deliberate decision to cooperate in various spheres of
regional development. Among these areas of cooperation is the education
sector. In this regard, emphasis has been placed on capacity building; joint
efforts to develop specialised training facilities; and division of responsibilities
in training and research as well as harmonizing of curricula within the Partner
States.
It is envisaged that when this is realized, the Partner States will have a
common framework to promote equal access to education opportunities,
harmonious quality assurance and accreditation systems. This process as well
as the credit transfer modalities and frameworks for learners and labour
mobility within the EAC region, provision of services, and greater articulation of
the education systems of the Partner States, among other things, will be the
attendant benefits. This desire is more specially driven by the shared vision
which is articulated in the EAC treaty.
Article 5 and Article 102 of the EAC Treaty spells out the Partner States‘
commitment to undertake concerted measures to foster cooperation in
education and training within the Community. In this respect, the Article
requires partner states to:-
i) Coordinate their human resource development policies and programmes;
ii) Develop such common programmes in basic, Intermediate and tertiary
education and a general programme for adult and continuing education in the
Partner States as would promote the emergence of well trained personnel in all
sectors relevant to the aims and objectives of the Community;
iii) Harmonize curricula, examination, certification and accreditation of
education and training institutions in the Partner States through the joint
action of the relevant national bodies charged with the preparation of such
curricula;
iv) Encourage and support the mobility of students and teachers within the
community;
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v) Exchange information and experience on issues common to the educational
systems in Partner States; and
vi) Collaborate in putting in place education and training programmes for
people with special needs and other disadvantaged groups.
In respect to the above, this curriculum framework undertakes to provide a set

of policies, regulations and guidelines central to curriculum development and
implementation within the EAC. Partner States will be expected to domesticate
the framework in their national curricula framework.
1.2 The International and Global Context of Education

Education is central to the realization of all the eight Millennium Development
Goals as elaborated by the United Nations. According to UNICEF, with
education, people can grow and develop, they can learn and know, they can be
equal and just, they can survive and live, they can be healthier, can combat
illness, can think of the future and can work together.
The East African Community as part of the International community

subscribes to the international declarations for development and
transformation of education systems. The Millennium Development Goals
(MDGs) for education focus on achieving Universal Primary Education (UPE)
and eliminating gender disparities at all levels of education by the year 2015.
To ensure the achievement of these goals, a conference on ‗Education for All‘
was held in Dakar in the year 2000 and the following goals were set:
i) Expanding and improving early childhood care and education
ii) Ensuring access to education for all children
iii) Meeting the learning needs of all children and adults
iv) Achieving a 50% improvement in levels of adult literacy
v) Eliminating gender disparities in primary and secondary education
vi) Improving all aspects of the quality of education.
In an effort to achieve the MDGs and EFA targets, the Partner States have
invested in improved access and equity in education. The harmonization of
education will play a major role in ensuring that every child in the region
acquires quality and relevant education.
The source of prosperity has never been merely how ably the country
accumulates wealth, but how well it educates its people. This has never been
truer than it is today. In the 21st Century world where jobs can be shipped
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wherever there's an Internet connection, where a child born in Africa is now
competing with a child born in Europe or America, where your best job
qualification is not what you do, but what you know—education is no longer
just a pathway to opportunity and success, it is a prerequisite for success.
Children within the EAC will not compete for jobs in a global economy that our
schools do not prepare them for. In a global economy where the most valuable
skill you can sell is your knowledge, a good education is no longer just a
pathway to opportunity—it is a prerequisite.
The world is changing rapidly. Students need to graduate from school not only
ready for college, but globally competent. The EAC needs to prepare the rising
generation to connect, compete and cooperate with their peers around the
world.
1.3 The Rationale for Curriculum Harmonization in EAC Primary

Education
Harmonization of the Primary Education curriculum in the EAC region will
foster regional integration through facilitating easy movement of learners
across the five Partner States. This will only be achieved when the education
systems in the respective countries domesticate the regional goals of education,
objectives of primary education and key learning competencies.
1.4 The Curriculum Framework: Role and Functions

The formulation, development and implementation of the EAC Primary
Education curriculum framework demonstrates the commitment of Partner
States to develop an education system that will propel national, regional and
international development. The intention is to give young people within the
EAC a strong base for future education undertakings.
The curriculum framework sets out the agreed common goals and objectives of
primary education and the key learning outcomes and competencies to be
achieved. It involves all stakeholders notably parents, schools, and the local
community. It provides guidance to schools/learning centres, school/learning
centre administrators, management, monitoring and evaluation of all school
programmes and activities.
The curriculum framework is envisaged to be the main reference document in

informing primary education in the EAC, including development of curricula,
the revision of syllabuses, the development and use of teaching and learning
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resources and the creation of guidelines for pre- and in-service teacher training
and support.
Movement of teachers, learners and other persons within the community will
only be meaningfully realized when East Africans are guaranteed that the
education offered in all Partner States is of comparable quality. The
harmonization process will pay a major role in this regard.
The curriculum framework will also serve as a guideline for parents, learners
and the community through the presentation of the general aims and
objectives of the education system, the school mission, and school activities as
well as formal education possibilities. The primary education curriculum
framework will further provide the basis for extended communication and
cooperation between the school and the community, in order to increase equity
and quality of education services as well as accountability.
2.0 National Goals and Philosophies of Education among EAC Partner

States
2.1 Republic of Burundi

National Goals and Philosophies guiding education
National policies of education are inspired by the UNESCO recommendations
and the Millennium Development Goals, the Strategic Framework of Growth
and Poverty Alleviation II (SFGPA II), Sector Plan for Education Development
and Training (SPEDT).
Below are the national goals
i) Ensuring Education for All
ii) Promoting human resource development
iii) Improving security and good governance
iv) Promoting equitable and lasting economic growth
v) Promoting mental and physical health
2.2 Republic of Kenya

Philosophy of Education
Education in Kenya is guided by the Constitution of Kenya 2010, Vision 2030,

the National Philosophy , Education Act 2013, Teachers Service Commission
(TSC) Act 2012, Kenya National Examinations (KNEC) Act 2012, Kenya
Institute of Curriculum Development (KICD ) Act 2013 and Sessional Paper No.
14 of 2012 which places education at the Centre –stage of the country‘s
national development strategies It focuses on the acquisition of knowledge and
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skills as well as provision of lifelong learning. Education in Kenya shall focus
on the development of individual potential in a holistic and integrated manner,
while producing individuals who are intellectually, emotionally and physically
balanced. The provision of a holistic, quality education and training that
promotes the cognitive, psychomotor and affective domains of learners will be a
priority. As such it will instill values such as patriotism, equality, honesty,
humility, mutual respect, and high moral standards. The Philosophy is
summarized in the statement ―Education and Training for Social Cohesion
as well as Human and Economic Development.”
The following are the National Goals of Education in Kenya.

Education in Kenya should:
(i) Foster nationalism, patriotism and promote national unity.
(ii) Promote the socio-economic, technological and industrial skills for
the country‘s development.
(iii) Promote individual development and self-fulfillment.
(iv) Promote sound moral and religious values.
(v) Promote social equality and responsibility.
(vi) Promote respect for and development of Kenya‘s rich and varied
cultures.
(vii) Promote international consciousness and foster positive attitudes
towards other nations.
(viii) Promote positive attitudes towards good health and environmental
protection.
2.3 Republic of Rwanda

The philosophy of education hinges on three issues:
I. Rwandans are viewed as the major resource of the country
II. Education is considered as a human right to be provided to all
III. Education is considered as a tool for moulding the desired Rwanda
citizen characterized by unity, work well done and patriotism as is
expressed in Rwanda‘s motto (ubumwe (Unity), ( umurimo (work),
gukunda igihugu (patriotism)
IV. Cultural knowledge, skills and attitudes needed for development of all
aspects of life
V. Eradicating illiteracy and building a self-sustaining economy
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2.4 Republic of Uganda
Since independence, Uganda has laid down several guidelines for the
realization of an integrated, self-reliant and self-sustained national economy
with a view to ensure that its citizens have a better and improved quality of life.
This has often caused government development policies to be geared towards

attaining not only sustained economic growth, increased agricultural and
industrial productivity but also promoting the feelings of national unity, self-
reliance, social, moral and ethical values. Thus, in Uganda, education is for
national integration and development.
National Goals and Philosophy of Education
The national goals of education as stated in the Government White Paper

(1992) include:
i) Forging national unity and harmony
This implies unity between various ethnic groups, social integration of the elite
with the masses, evolution of common national values, removal of regional
imbalances and economic disparities and the democratic establishment of a
central authority.
ii) Evolving democratic institutions and practices in society
This implies political or organizations of all the people, ensuring their

purposeful participation in organizing social service programmes, preventing
individuals from imposing dictatorship and tyranny on society, or promoting
their sectarian interests; and, therefore, enabling people to plan, manage and
administer their own, community and national affairs.
iii) Guaranteeing fundamental human rights
This includes the provision of shelter, clothing, adequate nutritious food,

education, health care, and freedom of expression and communication, the
citizens‘ right to property, and to control adequately and benefit from product
of their labour, elimination of their lawlessness, ensuring personal security,
and rule of law for all citizens.
iv) Creating national wealth
This refers to the development of an independent national economy and

improving the quality of life of people. It involves the appropriate and trained
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manpower with productive skills required for economic development, and
developing the national economy in an integrated and self-sustaining manner.
v) Upholding and maintenance of national independence and patriotic

feelings
This includes development of a sense of love for all citizens, and a feeling of
patriotism in the citizens with a readiness to make important sacrifices in
defense of Uganda‘s unity and sovereignty.
vi) Promoting moral and ethical values
This implies such values as honesty, sense of responsibility, integrity in the

use of public funds and property, love for productive and constructive work,
and respect for those who labour to produce material, intellectual and social
wealth.
vii) Promoting a feeling of humanitarianism and co-operation
This refers to the promotion of empathy and concern for others, and the
inclusion of a philosophy of working selflessly on a co-operative basis for the
good of all rather than for the narrow self-interests.
2.5 United Republic of Tanzania

The Philosophy of Education
Since Independence in 1961, the United Republic of Tanzania government

passed the Education Act of 1962 to regulate the provision of education. It was
not until 1967 when the philosophy for Education for Self Reliance was
introduced to guide planning and practice of education. Since then, the
emphasis has been to implement curriculum reforms that integrate theory with
the acquisition of practical life skills. The national policies like the Vision 2025
considers education as key for mind-set transformation and for the creation of
a well-educated nation, sufficiently equipped with the knowledge needed to
competently and competitively solve the development challenges which face the
Nation. The goal of this Vision among others is to prepare a well-educated,
knowledgeable and skilled Tanzanian able to competently and competitively
cope with political, social, cultural, economic and technological development
challenges at national and international levels. Along this are the programs and
plan that supports the implementation in order to achieve the required goal.
The goals of education in the United Republic of Tanzania are to:
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(i) Guide and promote the development and improvement of the personalities
of the citizens
of Tanzania, their human resources and effective utilization of their
economic resources
in bringing about individual and national development.
(ii) Promote the acquisition and appreciation of culture, customs and traditions
of the
citizens of Tanzania.
(iii) Promote the acquisition and appropriate use of literary, social, scientific,
vocational,
technological, professional and other forms of knowledge, skills and
understanding for
the development and improvement of man and society.
(iv) Develop and promote self-confidence and an inquiring mind, an
understanding and respect for human dignity and human rights and a
readiness to work hard for personal self-advancement and national
improvement.
(v) Enable and expand the scope of acquisition, improvement and upgrading of
mental,
practical productive and other life skills needed to meet the changing needs
of industry
and the economy.
(vi) Enable every citizen to understand the fundamentals of the national
constitution as well as the enshrined human and civic rights, obligations
and responsibilities.
(vii) Promote the working commitment of employees and to enhance
production efficiency in goods and services.
(viii) Inculcate principles of national ethics and integrity, national and
international cooperation, peace and justice through the study,
understanding and adherence to the provisions of the National Constitution
and International Charters.
(ix) Enable a rational use, management and conservation of our environment.
2.6 Proposed EAC Goals and Philosophy of Education

2.6.1 The proposed EAC Philosophy is ―Education for self-reliance, sustainable
development and good governance‖.
2.6.2 EAC Regional goals of education are to:

I. Foster regional patriotism, unity and harmony.
II. Promote good governance, democracy and respect for human rights in
the region.
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III. Develop human resource for sustainable regional social- economic
growth development.
IV. Enhance acquisition of life skills, moral, religious and ethical values in
the region.
V. Promote transmission and preservation of the region‘s varied culture,
traditions and customs.
VI. Enhance education for sustainable development on environmental
management and preservation.
VII. Promote the use of scientific and technological innovations in learning
and regional development.
3.0 Principles for development and implementation of the curriculum

framework
The EAC education curriculum for Primary education will have a regulatory
role regarding the entire curriculum as implemented in the EAC. The system
shall be coherent and consistent with the education principles of the EAC, and
in conformity with the aspirations of the Partner States. The principles that
underpin the EAC Primary Education curriculum shall be grounded on quality,
access and equity.
3.1 The Curriculum Development Principles

Whatever approach is adopted in curriculum development or change, there are
a number of principles which should guide decision-makers. These include:
i) The best curriculum grows naturally out of what has gone before – a
respect for the traditions and achievements of the previous curriculum
ii) Success will depend on understanding the context and planning the
achievable
iii) Change processes begin with defining a vision and purpose for education
in relation to a country‘s development aspirations
iv) Curriculum developers need to acknowledge the co-existence of

‗intended‘ and ‗implemented‘ curriculum
v) The curriculum should effectively address issues of relevance, sequence

and integration
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vi) Change should bring about a diversity of outcomes – national, economic,
social, communal, personal
vii) Curriculum and related polices should promote equity and inclusive
education (gender, religion, ethnicity, multi ability, including education
for children with disabilities), location (urban / rural / marginalized).
3.2 Curriculum Implementation Related Principles
3.2.1 Learner Centered teaching and learning

The proposed curriculum framework should take into account human rights
and children‘s rights, life skills and values and practices. As a result, a learner-
centered approach should be adopted to ensure that learners‘ individual
situations, needs, interests and abilities are integrated in the planning. The
EAC curriculum framework on learners‘ individual background, experiences,
interest, and capabilities is important in order to have meaningful and child-
friendly experiences. The emphasis will be to organize learning to meet the
specific needs of individual learners rather than using a one size fits all
approach.
3.2.2 Competence – based approaches

The curriculum framework of the EAC shall mainly be competence-based since
competencies provide an effective platform for experiential learning and
achievement of the 21st Century skills such as critical thinking, innovativeness
and problem solving among others. This provides a sound basis for socio-
economic development as well as shaping the child into a productive citizen.
3.2.3 Integrated teaching and learning

This entails linking specific content to cross-cutting issues and themes and
development of key competences. It encourages meaningful connections
between learning areas and subjects which are supported by appropriate
teaching and learning methodologies and procedures.
Given the challenges in our context, that is socio-economic and political
challenges, the EAC curriculum shall prepare learners to deal with the more
complex challenges and opportunities within a knowledgeable society and
economy by focusing on given competences.
3.2.4 Flexibility and mobility

Flexibility refers to planning and use of school time that allows interactive
teaching and learning. To ensure provision of holistic education (knowledge,
skills, values and attitudes), schools should maximize time to develop their
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learners. They should also develop additional curriculum elements to meet
learners‘ individual needs and reflect the circumstances where the school
operates. The EAC curriculum framework shall promote a horizontal and
vertical mobility of learners within the primary education system. The key
competences required in the formal education will relate to the non-formal,
informal and adult education.
3.2.5 Transparency and accountability

The stakeholders and beneficiaries of the curriculum will need accountability
and feedback. The Partner States therefore shall provide the necessary support
for effective implementation. Schools and teachers too shall be held
accountable for the way they use resources. This will require a communication
loop among all stake holders.
4.0 Primary Education Structure
4.1 Current Primary Education Admission structures in EAC Countries

Burundi Kenya Rwanda United Uganda
Republic of
Tanzania
 Legal entry  Legal  Legal  Legal  Legal
age is 6yrs entry age entry entry entry
 It is free is 6 years age is 6yrs age is 6yrs age is
and  It is free  It is free for 6yrs
compulsory and and mainland  It is free
 Lasts 6 compulso compulso 6 years for and
years ry ry Zanzibar compulso
 Lasts 8  Lasts 6  It is free ry
years years and  Lasts 7
compulsory years
 Lasts 7
Years for
Mainland
and 6
years for
Zanzibar
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4.2 Proposed Admission Requirements for EAC Primary Education
An analysis of the structure of Primary education and age of entry reveals
varied status in the five Partner States. Whereas the harmonization process
primarily does not aim to create homogeneity and uniformity, there is need to
explore the possibilities of reducing the difference in the structure and age of
entry. Therefore, it is proposed that the entry age for primary education should
be six years.
4.3 Characteristics of Primary Education learners and their impact on

curriculum
The Primary Education cycle provides the foundation for learning throughout
the formal education system. It forms a basis of developing literacy, numeracy,
life skills, social, emotional and physical development, building self-confidence
and self-worth through formal and social development in order to promote the
growth and development of each learner as an individual and as a member of
the school and society.
The EAC framework puts the learner at the centre of learning. It is important to
know that children develop at different paces and exhibit different
characteristics. Therefore, it is essential that every Primary school learner
including those with special learning needs in the EAC region benefits from
learning. The development of the EAC curriculum framework shall take into
consideration the following characteristics and their implications.
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CLASS CHARACTERISTICS IMPLICATIONS
LEVEL
LOWER Intellectual characteristics

PRIMARY
 Children have short attention  There is need to change activities and tasks often.
span. This means that they may
not engage in a single activity for a
long time. Depending on the
activity, developmental interest
and maturation of the child, the
attention span is limited to about
15 minutes for a single activity.  Routine is necessary with favourite activities being
 Certain amount of repetition is repeated.
enjoyed and provides sense of
security.  There is need for a variety of learner-centered activities.
 They always want to be involved.  There is need for step-by-step teaching and learning to
 They may be discouraged when allow for approximations of the task.
tasks are difficult to master.  There is need for a variety of learning experiences.
 They are easily motivated and
enjoy discovery and exploration.  There is need to provide activities that incorporate
 They enjoy music and rhythmic music and rhythm.
activities.  There is need to provide for experiences in self-
expression.
 They are imaginative and love
dramatics.  Provide a rich learning environment that responds to
their questions and make learning meaningful.
 Children are curious, imaginative  There is need to allow for small group discussions and
and inquisitive about things and for conversation during certain activities.
about what happens around
them.
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LEVEL
 They like to talk.

 Children are very active and love
working on their own. This is
visible even before children start
to walk. This inherent need for
mobility and physical activity has
to respect.
 Children resist any attempt to

prevent them from being active.
 Children learn through doing

things. They are eager to handle
and manipulate objects in their
environment. They have not
developed the ability for abstract
thinking.
 Children have different abilities

and learning needs.
Social characteristics
 Social awareness is developing  It is necessary to use partner and small group

and they are beginning to activities to teach cooperation, responsibility,
understand and enjoy taking consideration and empathy.
turns in games and conversation.
 They enjoy approval from peers  It is necessary to provide learning experiences that
and adults. allow for personal expression and positive
reinforcement.
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LEVEL
Emotional Characteristics
 Children are easily confused and There is need for activities of short duration, simple
enjoy repetition. teaching directions and repetition of enjoyable
 Children demonstrate varying activities.
degrees of control over emotions.  There is need to foster an awareness of the significance
of emotions and the development of socially acceptable
 They are very creative, curious, ways of expressing emotions without unreasonable
and imaginative. conformity.
 They enjoy risk and may not  There is need for opportunities to apply and extend
recognize danger. their creativity.
 They are impatient  There is need to create awareness about safety and
 Children are self-centred. They danger. Emphasize the importance of self-
look at situations from their own responsibility.
point of view.
 There is need for advance preparation of activities
 Children are interested in play appropriate for independent involvement.
and respond spontaneously to
opportunities for play.
 Children naturally develop likes

and dislikes spontaneously and
are demonstrative about
expressing to others.
Physical Characteristics
 Gross motor skills are more  There is need to provide many large muscle activities
developed than fine motor skills. combined with a variety of activities designed to
enhance fine motor development.
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LEVEL
 They are usually far-sighted; quick  There is a need for attention to selection and
or accurate focusing may be arrangement of the physical environment.
difficult; spatial judgement may be
difficult but improves with age.
 Physical capabilities are  The same activities are appropriate for boys and girls.
unaffected by gender differences.
 Children grow fast not only  There is need to provide activities that allow for
physically but also in all aspects movement.
of development and move from one
stage to another within a matter of  There is need for opportunities to interact physically
days. For them, every new with a variety of learning resources.
opportunity poses a new challenge
to be conquered.
 Children enjoy new experiences
and learn by doing.
Spiritual and Moral Characteristics
 It is necessary to recognize basic emotions: love, anger,
 They have developed a concept of fear, guilt; how to deal appropriately with the feelings
right and wrong which may or and understand situations which may evoke the
may not be justified. feelings. It is also necessary to differentiate between
appropriate and inappropriate reactions.
 They tend to have an uninhibited  There is need to provide quiet time for reflection.
sense of curiosity, excitement and
wonder.
UPPER Intellectual characteristics
PRIMARY
 Short and long term memory is  There is need for continuity and building on previous
improving but may lapse experiences.
periodically.
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LEVEL
 Ability to concentrate varies.  There is need for flexibility in duration and type of
 Work is becoming more directed activity.
with meaning and purpose.  New skills and mastery should be encouraged and
 They continue to want to be opportunity provided for mastery.
always.  There is need for a variety of student-centered
 They may be discouraged when activities.
tasks are difficult to master.  There is need for step-by-step teaching and to allow for
 They are imaginative and love approximations of the task.
dramatics.  There is need to provide for experiences in self-
 Their ability to reason is expression.
improving.  There is need to encourage participation in group
activities.
Social characteristics
 Social awareness is developing  It is necessary to use partner and small group

and they are beginning to activities to teach cooperation, responsibility,
understand and enjoy taking consideration and empathy.
turns in games and conversation.
 They enjoy approval of peers and  It is necessary to provide learning experiences that
adults. allow for personal expression and positive
reinforcement.
 They enjoy fun and participation  It is necessary to provide learning centres and
in games with definite rules. encourage active participation in games and other
activities.
Emotional Characteristics
 Children demonstrate varying  There is need to foster an awareness of the significance
degrees of control over emotions. of emotions and the development of socially acceptable
ways of expressing emotions without unreasonable
 They are becoming less conformity.
24
LEVEL
egocentric, ready for working in  There is need to encourage consideration of others.

groups but not necessarily for
common goals.
 They are gradually becoming  There is need for learning experiences that are
more independent and enjoy appropriately challenging for individual ability levels.
success.  There is a need for opportunities to apply and extend
 They are creative, curious, and their creativity.
imaginative.
Physical Characteristics
 Children mature at different rates  There is need to guide the learners to accept and
in terms of appreciate themselves to promote self esteem.
< body changes
< muscle size and strength
< posture
< heart and lungs in
proportion to body size
 Gross motor skills are still  There is need to provide many large muscle activities
developed than fine motor skills. combined with a variety of activities designed to
enhance fine motor development.
 They are usually far-sighted; quick  There is need for attention to selection and
or accurate focusing may be organization of the physical environment.
difficult; spatial judgement may be
difficult but improves with age.
Spiritual and Moral Characteristics
 They tend to conform in order to  There is need to create an environment of acceptance

avoid disapproval. and correction
 They have developed a concept of  It is necessary to recognize basic emotions: love, anger,
right and wrong which may or fear, guilt; how to deal appropriately with the feelings
25
LEVEL
may not be justified. and understand situations which may evoke the
feelings. It is also necessary to differentiate between
appropriate and inappropriate reactions.
 They tend to enjoy discussing
moral issues that emerge from  There is need to nurture a child‘s spiritual development
their own experience. with emphasis on their relationships with nature and
 Needs supportive reinforcement with other people.
from parents and other adults.  Provide opportunity for children to interact with
 Develops an awareness of justice parents and other adults.
and fair play.  There is need to promote concepts that require sharing
and participation. For example electing own leaders at
 Recognizes need for guidelines and class and school level.
rules.  Need to provide opportunity where learners‘ participate
in the formulation of rules and regulations at class and
school level.
26
4.4 Curriculum Development Process
The EAC adopts a dynamic and holistic approach to curriculum development.
The process begins by examining the goals and aims of education in society,
perceived as the broad purpose of education. The process is dynamic to ensure
that emerging needs of East Africans are addressed through the curriculum.
The EAC curriculum development process shall involve the following processes:
(i) Needs assessment

(ii) Policy formulation
(iii)Curriculum design and syllabus development
(iv) Approval of the curriculum and syllabus
(v) Development of curriculum support materials
(vi) Capacity building of curriculum implementers/ Orientation of
implementers/users.
(vii) Piloting of the curriculum
(viii) Regional rollout/ implementation of the curriculum.
(ix) Monitoring and evaluation of the curriculum.
5.0 Primary Education Aims, Objectives and Expected Outcomes
5.1 Objectives of Primary Education in the Republic of Burundi

The Primary Education in Burundi should enable the learner to:
I. Develop and promote competitiveness

II. Develop and promote self-confidence, open mindedness and mutual
acceptability
III. Promote patriotism and unity
IV. Develop awareness of culture and values
V. Develop awareness of environment protection
VI. Acquire literacy, numeracy and communication skills
VII. Foster positive attitudes towards others
5.2 Objectives of Primary Education in the Republic of Kenya

Primary Education in Kenya should provide the learner with opportunities to:
I. Acquire literacy, numeracy, creativity and communication skills
II. Enjoy learning and develop desire to continue learning
III. Develop ability for critical thinking and logical judgment.
IV. Appreciate and respect the dignity of work.
V. Develop desirable socials standards, moral and religious values.
VI. Develop into a self-disciplined, physically fit and healthy person
VII. Develop aesthetic values and appreciate own and other peoples‘ cultures.
VIII. Develop awareness and appreciation of the environment.
27
IX. Develop awareness and appreciation for other nations and international
communities.
X. Instill respect and love for own country and the need for harmonious
coexistence.
XI. Develop individual talent.
XII. Promote social responsibility and make proper use of leisure time.
XIII. Develop awareness and appreciation of the role of technology in national
development.
5.3 Objectives of Primary Education in the Republic of Rwanda

Upon completion, the learner should:
I. Have acquired basic knowledge, skills and attitudes to express him/her self
and understand written and oral English and Kinyarwanda.
II. Possess basic knowledge of Mathematics, Science and Technology and apply
that knowledge in solving problems in his/her daily life.
III. Show appropriate attitude related to environmental conservation,
interaction with others and emotional management.
IV. Demonstrate his/her role in economic growth.
V. Show appropriate civil, moral, religious, aesthetic values and physical
fitness.
VI. Show good habits that promote his/her health and that of others.
VII. Strive for a culture of tolerance, peace, unity and reconciliation among
Rwandese
VIII. Access studies in ordinary level of secondary education
5.4 Objectives of Primary Education in the Republic of Uganda

The main goal of Primary education is to prepare children for Secondary
education. Its specific objectives are:
i) To enable individuals to acquire functional literacy, numeracy and

communication skills in Ugandan local languages and English.
ii) To develop and maintain sound mental and physical health.
iii) To instill the value of living and working co-operatively with other people
and caring for others in the community.
iv) To develop cultural, moral and spiritual values of life.
v) To inculcate an understanding of and appreciation for the protection and
utilization of the natural environment using scientific and technological
knowledge.
vi) To develop a sense of patriotism and unity, an understanding of one‘s rights
and responsibilities, and appreciation of the need to participate actively in
civic matters.
vii) To develop the pre-requisite for continuing education and development.
viii) To develop adequate practical skills for making a living.
28
5.5 Objective of Primary Education in the United Republic of Tanzania
The objectives of Primary Education are to:
I. Enable every child to understand and appreciate his or her human

person, to acquire, value, respect and enrich our cultural background
and moral values, social customs and traditional as well as national
unity, identity, and ―pride‖.
II. Provide opportunity and enable every child to acquire, appreciate and
effective use of
Kiswahili and to respect the language as a symbol of national unity,
identity and pride.
III. Enable every child to understand the fundamentals of the national
constitution as well as enshrined human and civic rights, obligations and
responsibilities of every citizen.
IV. Enable every child to acquire basic learning tools of literacy,
communication, numeracy and problem solving as well as basic learning
content of integrated relevant knowledge, skills and attitudes needed for
survival and development to full capacity.
V. Provide the child with the full foundation of self-initiative, self-
advancement and self-confidence.
VI. Prepare the child for second level education (secondary, vocational,
technical and continuing education).
VII. Prepare the child to enter the world of work.
5.6 Proposed Objectives for Primary Education in EAC

Primary Education in the EAC shall enable the learner to:
I. Acquire literacy, numeracy, communication and problem solving skills.
II. Build a culture of tolerance, peace, unity and cooperation among
learners.
III. Develop a firm foundation for self-initiative, self-advancement and self-
confidence.
IV. Develop cultural, moral, civic, spiritual, and aesthetic values of life.
V. Develop an understanding and appreciation for protection of the
environment.
VI. Build a firm foundation for using scientific and technological
innovations for national development.
VII. Develop a sense of patriotism and unity, an understanding of one‘s rights
and responsibilities, and appreciation of the need to participate actively
in civic matters.
VIII. Acquire and apply ICT skills in learning and problem solving.
29
5.7 Proposed EAC Primary Education Key Competences
The term competence is defined here as a combination of knowledge,
skills and attitudes a learner acquires to perform a given task. The EAC
Partner States shall be expected to provide opportunities in their
respective national primary curricular for the acquisition of Key
competences. This will facilitate free movement of the learners across the
region.
The proposed EAC Primary Education key competence:

i) Communication
ii) Mathematical competences
iii) Personal and social competences
iv) Learning to learn
v) ICT, scientific and technological skills
vi) Creative and critical thinking
vii) Cultural awareness.
5.8 Key competences, descriptions, learning outcomes
Key Description Learning Suggested Key

competence Outcomes Learning areas
Communication Communication The learner  All learning

means the ability to should be able areas.
express and interpret to:
 Listen and
concepts, thoughts,
respond to
feelings, facts and information
opinions in both oral on a variety
and written language of subjects.
(listening, speaking,  Speak
reading and fluently and
writing).Focus on effectively to
express
improving the
his/her
learner‘s opinions.
understanding of the  Read and
language demands in comprehend
the required learning a variety of
30
areas. literary and

non-literary
text.
 Express self
effectively in
written
form.
 Convey and
receive
information,
instruction,
ideas and
feelings
appropriatel
y and
effectively in
a range of
different
social and
cultural
contexts.
 Use
language for
different
audiences
and
purposes
relevant to
oneself and
the subject
area.
 Understand
and use the
vocabulary,
structures
and forms of
expression
which
characterize
each area of
study.
31
Mathematical It is the ability to: The learner  Mathematics

competence should be able
 Develop and to:  Science
apply a) Organize  ICT
mathematical information to
thinking in support logic
reasoning.
order to solve a
b) Recognize
range of and use
problems in numerical
everyday patterns and
situation. relationships
confidently and
 Demonstrate competently.
an c) Recognize,
understanding understand,
analyze and
of the
respond to
quantitative information
and logical which is
aspects in presented in
different fields. numerical and
mathematical
forms such as
statistics,
graphs, tables
and charts as
applied within
the subject
area.
d) Use a range
of
mathematical
instruments,
including
electronics,
confidently and
competently.
e) Provide basic
estimates and
calculations
accurately and
32
proficiently.
Personal and These include: The learner  Religious
social should be able Education
competence  Personal, to:
interpersonal a) Respect one  Science
and self, others and  Social
intercultural the Studies
environment.
competence
b) Relate and  Creative
and cover all apply learnt Arts
forms of knowledge and
behaviour that skills to  Languages
enable personal, moral
individuals to and socio-
participate in cultural
context.
an effective and
c) Cultivate
constructive compassionate,
way in social empathetic and
and working fair-minded
life, and attitudes which
particularly in will make
positive
increasingly
contribution to
diverse society.
societies, and d) Understand
to resolve all forms of
conflict where inequality and
necessary. exploitation
(prejudice,
 Psychosocial discrimination,
competences racism,
that are harassments)
and develop the
commonly
desire to
taught through contribute to
life skills their
education elimination.
should be e) Take
emphasized responsibility
as a member of
here.
a group for
33
jointly decided
actions and
decisions.
f) Acknowledge
individual
differences and
demonstrate
respect for the
rights of others.
g) Participate
effectively as a
responsible
citizen and
develop positive
attitude
towards
different types
of work.
Learning to Learning to learn is The learner  All learning

learn the ability to pursue should be able areas
and persist in to:
a) Take
learning, to organize
responsibility
one‘s own learning, for his/her own
including through learning.
effective management b) Work
of time and effectively,
information, both independently
individually and in and
cooperatively.
groups.
c) Develop the
desire and
interest for life-
long learning
and personal
growth.
d) Take
appropriate
roles as
responsible
34
citizen in the
society.
e) Participate
actively in
meaningful
learning
activities.
f) Access
knowledge from
a variety of
sources.
ICT, scientific ICT, scientific and The learner  All learning
and technological should be able areas.
technological competences entail a to:
a) Develop
competences confident, efficient
awareness of
and effective use of scientific and
science and technologic
technology to access, changes.
assess, produce, b) Appreciate
store, present, the value and
exchange limitations of
science and
information,
technology in
communicate and the society.
participate in c) Make
collaborative decisions
networks. related to
scientific and
technological
developments
for positive
development of
the individual
and the society.
d) Participate
appropriately in
harnessing
resources and
energy for
mutual benefit.
e) Make
35
appropriate use
of science and
technology in
solving
problems at the
individual and
community
level.
f) Collect,
process and
use information
in a critical and
systematic way.
g) Use ICT
devises
competently.
h) Avoid
negative use
technology
Creative and These are integral to The learner  All learning
critical activities that require should be able areas
thinking. a learner to think to:
a) Think
broadly and deeply
reflectively and
use skills, behaviours logically.
and dispositions. b) Make
They are fundamental connections
in enabling a learner and establish
become an relationships.
independent thinker. c) Analyze
problems from
They involve logical
a variety of
reasoning, different
resourcefulness, perspectives.
imagination, d) Design and
interpreting, try out
analyzing, explaining innovative and
and sequencing in all original ideas.
e) Make
learning areas.
appropriate
decisions on
the basis of
36
experiences
and supporting
evidences.
f) Manage time
effectively and
efficiently.
g) Plan,
evaluate and
achieve
realistic
personal goals.
h) Demonstrate
initiative,
commitment,
perseverance,
courage and
enterprise.
i) Develop an
understanding
of how
knowledge is
created,
evaluated,
refined and
changed within
subject areas.
j) Think
intuitively and
imaginatively
and evaluate
ideas,
processes,
experiences in
meaningful
contexts
k) Apply
knowledge in
performing
different
practical tasks.
37
Cultural Cultural awareness The learner  Languages

awareness entails empowering should be able
to:  Creative arts
the learner with
abilities to appreciate a) Appreciate  Religious
own and other one‘s own education
people‘s customs and culture
traditions. The  Social
b) Develop a
learner should studies
sense of
appreciate and be identity and
tolerant to the respect own
similarities and culture
differences in the
c) Appreciate,
various cultures. respect and
be tolerant
to other
people‘s
culture.
38
6.0 Organization of Primary Education Curriculum
Learning experiences shall be selected as according to the cognitive
development of the learners and a chronological order shall be followed from
the known to unknown to enable the use of learner-centered curriculum.
6.1 Learner Centred Teaching and Learning

The EAC Primary Education will adopt learner centered teaching and learning.
This is an approach to education focusing on the interests of the learner,
rather than those of others involved in the educational process, such as
teachers and administrators. This approach has many implications for the
design of the curriculum, course content and interactivity of courses.
During implementation of learner centred learning, partner states should

consider the following Key issues:
i) Planning and organization of teaching that caters for learners‘
individuality, potential, needs, and interests;
ii) Inclusiveness;
iii) Diversity such as gender, age, ethnicity, religion, culture, social and
economic backgrounds as well as special needs;
iv) Meaningful and relevant subjects;
v) Use of a wide range of teaching methods and a range of assessment
methods.
6.2 Key actors in the Learner Centred Teaching and Learning Process
In implementing learner centered approach, various actors play different roles,
as described in the table below
Key Actors Roles

The Learner i) Is aware of learning objectives and expected learning
outcomes (learner competencies)
ii) Participates in the creation of learning experiences and has
a choice
iii) Participate in inquiry and problem solving-based learning,
as well as in collaborative and community service oriented
learning
39
Key Actors Roles
iv) Carries out self-assessment; Is aware of progress made and
shortcomings to overcome in learning
v) Utilizes counseling and orientation to cope with personal
development issues and career choices
The teacher i) Uses a wide range of interactive methods adapted to the
learner‘s situation and needs.
ii) Promotes integrated learning including cross-cutting
issues, such as human rights and education for democratic
citizenship; peace education; education for sustainable
development; gender equality; intercultural understanding;
life skills; health education; economics and entrepreneurial
education; media education; ICT and e-learning
iii) Participates in the development of customized curricula
and learning resources and the establishment of study
iv) Identifies learning problems/difficulties and provide
appropriate support
v) Conduct formative assessment to provide guidance,
counseling, motivation and support to learners
vi) Communicates well with learners, parents and other
stakeholders
vii) Facilitates student learning for and engages them in
meaningful activities
viii) Promotes team work
School i) Provides a learner-friendly, safe, pleasant and enabling
management learning environment
and ii) Involves stakeholder in decision making
administration iii) Provides a diversified curriculum
iv) Engages in school networking to promote best practices of
learner-centered teaching and learning
v) Supports school-based teacher training and mentoring
vi) Helps schools to become learning organizations for other
members of the community.
Parent i) Supports children‘s learning
ii) Creates a suitable out of school learning environment
iii) Contribute to curriculum development and implementation
6.3 Criteria for Qquality curriculum design and implementation
40
The table below describes the qualities of the EAC secondary education
curriculum
Characteristics Implications for Curriculum design

of quality
curricular
Relevance i) Address the learner‘s context, national, regional and
global developments
ii) The curriculum should enable learners to make adequate
connections between theory and practices
iii) The curriculum is appropriate in terms of age, gender,
ability, talent, culture and other characteristics defining
diversity
iv) The curriculum addresses real needs and issues for
Sustainable Development (ESD)
Coherence i) The learning experiences should be clustered and

(vertical and sequenced to provide for holistic and comprehensive
horizontal) learning.
ii) Should provide effective links between general, technical
and vocational education, between formal, non-formal
and informal education
Consistency i) The curriculum is designed and implemented based on
common principles and values applicable to all education
levels and learning areas
ii) It should be clear to avoid ambiguity
Connectivity i) The curriculum fosters meaningful linkages among
learning areas and subjects through reinforcing cross-
cutting issues, thematic approaches and holistic teaching,
learning and assessment
ii) It integrates and reflects connections and
interdependencies in the today‘s world in science, culture,
economy, politics, nature, etc.
Balance i) The curriculum should include a ―whole-person
approach‖ (the comprehensive development of all
aspects of a personality: intellectual; emotional;
social; psycho - motor)
ii) It allows for the integration of emerging areas and
cross-cutting issues
41
Characteristics Implications for Curriculum design
of quality
curricular
iii) It allows for diversified teaching, learning and
assessment
iv) It caters for both individual and societal needs
v) It allows for flexibility
Scope i) It addresses a wide range of learners‘ needs
ii) It is up-to-date and broad
iii) It is flexible enough to allow for effective review and
revision
42
6.4 Current Primary Education Curriculum in the EAC.

Republic of
Tanzania
Primary P1-2 Lower Lower Standard I – P1-P3
and P3-4 Primary P1- Primary P1- II for main Learning
Mathematics 3 3 land Areas
Languages( Mathematics, Kinyarwanda; Mathematics Literacy
Kirundi, French, English, Mathematics, Kiswahili News,
English, Kiswahili, English, English Mathematics,
Kiswahili) Creative Social Science Literacy I,
Environment Arts, Studies, ICT Literacy II,
Physical Science, Sports, Vocational English,
Education, Social Religious Studies Creative
Religious Studies, Education, Personality Performing
Education, Physical Music, Fine Development Arts (Music,
Musical Education, Art, Cultural and Sports Art and
Expression, Mother Activities, Religion Crafts) ,
Human Tongue, Practical Zanzibar Physical
Training Religious Work, Lower Education,
Education Education Clubs primary Religious
and Civics (CRE, Standard 1- Education,
IRE, Hindu 4 Free Activity
Religious Mathematics and Oral
Education), Kiswahili Literature
Life Skills English
Education, Science
Kenyan Sign Sports
Language Religion
Arabic
Social
studies
Primary Upper Upper Standard Upper
P5-6 Primary Primary III –VII for Primary
Mathematics P4-8 P4-6 main land P4-7
Languages( Mathematics, Kinyarwanda, Mathematics English,
Kirundi, French, English, English. Kiswahili Integrated
English, Kiswahili, Religious English Science,
Kiswahili) Creative Education Science Math, Social
Environment Arts, Mathematics, ICT Studies,
Physical Science, Socio Vocational Art and
Education, Social studies, Studies Technology,
43
Republic of
Tanzania
Religious Studies, science and Personality Creative
Education, Physical technology, Development Performing
Musical Education, Sports, and Sports Arts,
Expression, Religious Music, History Kiswahili,
Human Education Fine Art, Geography Local
Training (CRE, Cultural Civics Language
Education IRE, Hindu Activities, Religion. MDD, PE &
and Civics Religious Practical Religious
Education), Work, Option Education
Life Skills Clubs French
Education, Upper
Kenyan Sign primary
Language standard 5-
6 for
Zanzibar
Mathematics
Kiswahili
English
Science
ICT
Vocational
Studies
Sports
History
Geography
Civics
Religion
Arabic
6.5 Recommended Primary Education Curriculum in the EAC

Partner States will be expected to teach the following subjects. However, the
countries may teach other subjects as the national contexts dictate.
- English
- Science
- Mathematics
- Social studies
- Kiswahili
- Creative Arts
- Physical Education
- ICT
- Religious Education
44
- Other languages (Partner states are free to teach other
languages like the Mother Tongue and foreign languages.)
In an effort to achieve harmonization of the curriculum content and promote

integration in the region, partner States will be expected to develop learning
outcomes, competencies and objectives that expose learners to the history,
culture, geography, literature and other attributes of countries in the region.
Instructional materials will also provide many opportunities to include content
that is regional-specific.
6.6 Cross cutting Issues
Partner States should mainstream cross cutting issues in their respective

national curricula. The cross cutting issues may be regional or national
specific. The following are the proposed but not limited cross cutting issues
that should be mainstreamed:
a) Child labour and child rights
b) HIV/AIDs
c) Environmental Conservation and Preservation
d) Disaster risk reduction
e) Integrity and anti-corruption
f) Gender responsiveness
g) Drugs and substance abuse.
h) Financial literacy
i) Entrepreneurship
6.7 Time allocation for the teaching and learning process

The current Number of lessons per week for Lower Primary in the five Partner
States
Country Kenya United Rwan Burundi Uganda

Republic of da
Tanzania
Main Zanzi
land bar
Subject P1-P2 P1-P4 P1-P3 P1-P2 P3-P4 P1 P2 P3
1. News - - - 5 3 5
45
2. Mathematics 5 7 8 7 8 9 5 5 5
3. Literacy I - - - - - - 5 5 6
4. Literacy II - - - - - 5 5 6
5. English 5 7 8 7 2 4 5 5 10
6. Art and 3 - - - 1 1 2 2 2
Crafts
7. Music - - - - 1 1 3 3 3
8. Physical 5 - - - 2 2 5 5 5
Education
9. Religious 2 2 3 - 1 1 3 3 3
Education
10. Free Activity - - - - - - 2 2 -
11. Library - - - - - - - - 4
12. Oral - - - - - - - 2 4
Literature
13. Kiswahili 5 6 8 - 2 2 - - -
14. Science 2 2 4 - - - - - -
15. Social 2 - 4 7 - - - - -
Studies
16. Mother 5 - - 8 8 4 - - -
Tongue/local
language
17. Life Skills 1 - - - - - - - -
Education
18. Sign 5 - - - - - - - -
Language
19. Pastoral 1 - - - - - - -
program
20. ICT - 1 - - - - - -
21. Vocational - 3 - - - - - - -
Studies
22. Personality - 2 2 - - - - -
Development
and Sports
23. Arabic - - 3 - - - - - -
24. French, - 2 - - 8 9 - - -
25. Environment - - - - 4 5 - - -
Studies
26. Human - - - - 1 1 - - -
Training and
civics
27. Civics - - - - - - - - -
28. Fine Art, - - - - - - - -
29. Curricular - - - 4 - - - - -
46
activities
30. Agriculture - - - - 1 1 - - -
Practical
Work
The current Number of Periods per week for Upper primary in the five
Partner States
Country Kenya United Rwan Bur Uganda

Republic of da undi
Tanzania
Mai Zanziba
n r
land
S/N Subject P3-P7 P3-7 P5-6 P4-7 P5-6 P4 P5 P6 P7
1. English 7 7 6 7 1 5 5 5 5
2. Science 5 4 4 6 - 6 6 6 6
3. Social Studies 5 - - 3 - 5 5 5 5
4. Mathematics 7 7 6 7 9 5 5 6 6
5. Religious Education 3 2 2 - 1 3 3 3 3
6. Creative Arts 3 - - - 1 - - - -
7. Music Dance Drama - - 1 3 3 3 3
8. Physical Education 4 - - - 1 3 3 3 3
9. Art and Technology - - - - - 2 2 2 2
10. Mother tongue/Local - - - 4 4 3 3 2 2
language
11. Library - - - - - 2 2 2 2
12. Civics -- 2 2 - - - - - -
13. Human Training and - - - - 1 - - - -
47
civics
14. French, - 2 - - 9 - - - -
15. Kiswahili 5 7 6 - 2 3 3 3 3
16. Environment Studies - - - - 5 - - - -
17. Life Skills Education, 1 - - - - - - - -
18. Sign Language 5 - - - - - - - -
19. Pastoral programme 1 - - - - - - - -
20. ICT - 2 2 - - - - - -
21. Vocational Studies - 2 3 - - - - - -
22. Personality - 2 2 - - - - - -
Development and
Sports
23. History - 2 2 - - - - - -
24. Geography - 3 3 - - - - - -
25. Arabic - - 2 - - - - - -
26. Agriculture Practical - - - - 1 - - - -
Work
27. Cultural Activities - - - 3 - - - - -
The current and proposed number of minutes per lesson in EAC
S/N Level Kenya United Rwanda Burundi Uganda Proposed

Republic EAC
of
Tanzania
1 Lower 30min 40 min 30 min 40 30min 30min
Primary before
break
35 after
break
2 Upper 35min 40min 40 min 40 40min 40min
Primary before
break
35 after
break
Note:
In view of the characteristics of learners in Primary Education as discussed in

4.3 above, it is necessary that Partner States organize the instructional process
48
based on the minutes per lesson recommended above. Emphasis should be put
on development of competences as opposed to subject content.
7.0 Teaching and learning resources

Effective Instructional Strategies
Effective curriculum delivery is to a large extent determined by the teachers
and teaching methods adopted. It is imperative that teachers adopt
participatory and interactive methods that engage the learner throughout the
learning process as individual and in groups. This ensures that learning is
personalised and translates into life-long desire to continue learning. Such
methods include brainstorming, debates, discussions, projects, pair-share, role
play and storytelling.
7.1 Teacher as a Resource

Teachers are an important resource for effective curriculum implementation.
There is need for Partner States to develop recruit and retain highly competent
teachers. Further, the Partner States need to develop strategies for Continuous
Professional Development for serving teachers. Regional collaborations should
also be encouraged for experience sharing and adoption of best practices.
7.2 Physical Resources

For efficient implementation of the EAC primary Education curriculum the
following physical resources and facilities should be availed in schools:
classrooms, seats, toilet facilities, laboratories, libraries and ICT facilities.
7.3 Teaching and learning materials

Teaching and learning materials are central to curriculum implementation.
Partner States should provide materials that address the needs of all learners
including those with special needs. The framework recommends the learner is
provided with rich and learner friendly environment. The approach emphasises
the need for the use of varied teaching and learning resources including those
which can be easily prepared, improvised or collected by the teachers and
learners from the surrounding environment. Partner States should adopt
appropriate strategies to engage the school communities in management of
schools and curriculum implementation.
7.4. Time as a resource

Time is an important resource for effective implementation of the curriculum.
The Partner States will be encouraged to build capacities of curriculum
49
implementers on optimum utilization of time. School terms shall be determined
for a year and time to be covered in the subject contents shall be included.
7.5 Standard Resources required for Curriculum Implementation

Teaching and learning resources to support the implementation of the EAC
Primary Education curriculum shall include teachers, physical resources, time,
teaching and learning materials.
The instructional materials for primary school learners should be age
appropriate in terms of language and concept development. The materials
should stimulate the learners to think critically, create mental images and
develop key competences. They should be relevant to the curriculum and
subject syllabus, enough, adequate, interesting and learner friendly especially
for the learners with special needs. Suggested materials include: work cards,
flash cards, charts, sentence cards, picture
7.6 The Role of Stakeholders in the Provision of Teaching and Learning

Materials
The stakeholders who include; parents, learners, development partners, school
management, committees and local community shall be responsible in
ensuring that the relevant materials are provided for use to support
development of the required learning competences.
Stakeholder(s) Roles
Parents i) Infrastructure development,
ii) Provision of instructional material
iii) Resource personnel
School i) Procurement of school resources
management ii) Mobilize resources
iii) Storage and inventory services
Partner States i) Policy formulation
Governments ii) Support supervision
iii) Procurement of school materials
iv) Mobilize resources
v) Capacity building through training and other curricular
initiatives
vi) Coordination and mobilization of resources
vii) Provision of infrastructure like classrooms, laboratories,
50
Stakeholder(s) Roles
dormitories, etc.
viii) Development and provision of instructional materials
such as books and other learning materials
ix) Provision of the teaching personnel
x) Offer administrative and leadership services
xi) Provision of capacity building such as training of
teachers
xii) Funding educational programs and activities.
xiii) Monitoring and evaluation
EAC i) Capacity building through training and other curricular
initiatives
ii) Coordination and mobilization of resources
Faith Based i) Provision of infrastructure like classrooms, laboratories,
Organizations dormitories, etc.
(FBOs), ii) Development and provision of instructional materials
Community such as books and other learning materials
Based iii) Provision of the teaching personnel
Organizations iv) Offer administrative and leadership services
(CBOs), Non- v) Provision of capacity building such as training of teachers
Governmental vi) Funding educational programs and activities.
Organizations
(NGOs) and
other
organizations(de
velopment
partners)
8.0 Assessment strategies
8.1 Current Assessment of Primary Education in the East African

Community
51
8.1.1 Republic of Uganda
Assessment of teaching/learning focuses on acquisition of competences

through mastery of cognitive, psycho-motor and affective domains.
Formative and summative assessment is used.
I. At Lower Primary levels P1-3 continuous assessment is emphasized. This

is integrated in the teaching and learning process.
II. At Upper Primary level P4-7 continuous assessment is integrated in the

teaching and learning process for all subjects as well as pen and paper
for the examinable subjects.
III. Uganda Primary Leaving Examination (PLE) is done at the end of primary
seven.
8.1.2 Republic of Kenya

Assessment is both formative and summative
At school level:
• Oral tests
• Teacher observation
• Written tests
National Level
• Monitoring learning achievement in Class 3 (Focus on literacy and
numeracy only)
• Kenya Certificate of Primary Education (KCPE)
8.1.3 Republic of Rwanda
Formative Assessment
Continuous Assessment at school level during term time
Summative Assessment
 Written theoretical examinations at the end of primary cycles
8.1.4 The United Republic of Tanzania

Assessment is based on formative and summative assessment. The formative
assessment employs different assessment techniques with the use of tools.
52
These includes; written and oral tests, students portfolio, project work,
Individual and group assignments, practical work. These are used in order to
assess whether the learner has achieved the required skills, knowledge and
attitudes. Summative assessment is conducted at the end of the primary cycle
of learning and Primary education forms the basis of transition to ordinary
level secondary education. Pupils also sit for the final examination.
8.1.5 Republic of Burundi

• Both the summative and formative evaluation are used. These may be
conducted in oral and written form. Formative assessment is done during
the teaching and learning process at school level or district level while
summative assessment is conducted at the end of each term or end of
year
• A national exam is offered at the end of P6 level to prepare pupils for

entry into the Secondary education cycle.
8.2 Proposed Assessment of the EAC Primary Education Curriculum

The EAC Primary Education framework shall provide guidelines on assessment
of learners in order to achieve the following objectives:
a) Provide EAC teachers with information on learner‘ knowledge, attitudes,

interests and skills to enable teachers and students monitor teaching
and learning.
b) Allow progression through EAC school systems or selection within it.
c) Provide stakeholders and employers with data on achievement of
learning outcome in the region.
d) Allow education authorities in the region to monitor and compare the
performance of schools and education systems.
e) Enable the establishment of achievement indicators (enrolment rates and
dropout rates) by grade, year or level, achievement levels, achievement
rates in the regional achievement tests.
53
f) Enable the formulation of new frameworks for the revision and updating
of the EAC curriculum.
g) Enable the revision of the EAC goals and objectives of education in the
contexts of emerging realities, visioning or imaging the growth and
development of the region.
8.3 Proposed types of assessment

Assessment will be mainly formative and summative.
In the implementation of the EAC Primary Education curriculum framework,

priority shall be given to formative assessment (continuous assessment) to
ensure learners‘ acquisition of competences as envisaged.
Summative assessment will be used to determine the extent to which learners

have acquired the key competences and also for certification.
Competencies, skills, values and attitudes to be assessed
i) The competencies (knowledge, skills, values, attitudes) that are indicated in

the curriculum;
ii) Assessment shall be consistent with concepts and learning outcomes.
Methods of assessing the competencies (knowledge, skills, values,

attitudes)
Provide a variety of assessment methods which shall be formal or non-formal

such as observation, written, practical, project and research.
When the competencies, skills, values and attitudes shall be assessed
Indicate the frequency of assessment for both formative and summative. The
formative assessment shall include assessment within the term at the school
level while summative assessment shall be carried out at the end of a school
cycle.
54
Who will carry out the assessment and how the evidence shall be given
Who shall be involved and their roles in the assessment of the learners, they
include teachers and established statutory examination bodies and other
education stakeholders.
How the assessment system shall be monitored, evaluated and verified
i) Who are the monitors and their roles and purpose? (Quality assurance,
curriculum developers, head teachers, examination officers);
ii) Who shall evaluate their means of evaluation and the purpose for
evaluation? ;
iii) Specify how the assessments shall be verified;
iv) Dissemination of the monitoring and evaluation report to relevant

stakeholders.
Who shall keep the records of assessment and how shall they be kept
The records of assessment shall be kept by the school, statutory body

(certification body), parent and the student.
55
9.0 Implementation of the Harmonized EAC Primary Education
Curriculum Framework
9.1 Implementation process

Effective implementation of the curriculum framework will rely on many factors
such as political good will, availability of trained, qualified and competent
teachers, well-resourced schools, well sensitized school community and other
stakeholders. The following are the critical aspects of the implementation of the
curriculum framework;
a) Advocacy
b) Piloting in selected schools
c) Rollout in all schools
d) Quality assurance
e) Monitoring and Evaluation
9.1.1 Advocacy
Advocacy shall employ the following;

(i) Preparing information and communication materials .i.e. fliers,
posters, T-shirts.
(ii) Carrying out awareness and sensitization campaigns among all
stakeholders including politicians, school community, private
sector, parents and all citizens
(iii)Developing strategies for continuous sensitization e.g. talk
shows, documentaries
9.1.2 Piloting in selected primary schools

In order for the EAC Primary school curriculum framework to be
implemented, the following piloting activities shall be carried out:
(i) Developing implementation guidelines

(ii) Selecting pilot schools
(iii)Training teachers and head teachers on interpretation of the
curriculum
(iv) Providing sufficient copies of curriculum and other support
materials
(v) Monitoring the piloting of the curriculum implementation
(vi) Revising the curriculum framework based on the finding of the
monitoring and other lessons learnt.
(vii) Documenting the piloting process.
56
9.1.3 Regional rollout of Primary Education Curriculum Framework
(Institutionalization)
The roll out of the Regional Primary Education Curriculum shall involve:
(i) Training of all teachers and head teachers
(ii) Ensuring adequate provision of the curriculum and other
implementation materials
(iii)Documenting of the rollout process.
9.1.4 Quality Assurance

The quality assurance process shall involve:
(i) Developing guidelines for quality assurance of the
implementation process
(ii) Building capacity of the quality assurance officers
(iii)Preparing of quality assurance reports and sharing among
Partner States.
9.1.5 Monitoring and evaluation of the curriculum
The monitoring and evaluation process will focus on:

 Developing guidelines for monitoring and evaluation.
 Building capacity of Partner States to carry out
monitoring and evaluation
 Sharing the monitoring and evaluation reports among
Partner States.
 Determining the efficacy of the Primary Education
curriculum framework.
The results of monitoring and evaluation of curriculum implementation will

inform the strategies for curriculum revision.
EAC Curriculum Framework Glossary

TERM EXPLANATION
Accountability Concept of ethical governance (including ethical school
governance) that is based on the acknowledgement and
assumptions of responsibility for decision, actions and
their consequences, and is associated with the
expectation of
account-giving to stakeholders
57
TERM EXPLANATION
Assessment The process of gathering information and making
judgments about a student‘s achievement or
performance
Assessment The strategies and activities employed, normally by
methodology teachers
(internal assessment) or by specialized agencies
(external
assessment), to gauge a student‘s achievement or
performance.
Attitude Internal positioning towards people, facts, phenomena,
actions, beliefs and situations; internal readiness for
action.
Basic Education The years of schooling considered necessary to reach a
minimum standard of mastering key competencies
Child-friendly Learning settings that are friendly, rights-based,
environment inclusive, healthy and protective to all children. They
also involve strong school community/ family relations
Classroom- and Assessment that is carried out on a regular basis by
teacher- based classroom teachers as part of their teaching and
assessment learning Strategies. It provides immediate and constant
feedback with regard to the
learners‘ achievements and problems in learning.
Competence A combination of knowledge, skills and attitudes a
learner acquires to perform a given task.
Compulsory Length of schooling that is considered mandatory by
education law and is (usually) free of any charges for students and
their families. The composition of ‗compulsory
education‘ in EAC includes primary education, lower
secondary and upper secondary education
Contact period The time allocated for the systematic interaction
between teachers and students in the context of
subjects, learning units and/or lessons.
Core curriculum Common requirements for all students, in terms of key
competencies, common subject timetables and general
orientations
Cross-cutting Important curriculum content that does not belong to
issues one subject or learning area exclusively, but which is
best taught and learned in a number of subjects.
Common examples include peace education, Human
Rights and citizenship education, gender issues,
communication skills, intercultural education.
Curriculum The aggregate of learning areas, subjects, and cross-
cutting issues available in an education system. The
term normally applies to the ‗formal‘ or ‗intended‘
58
TERM EXPLANATION
(written) curriculum, but
can also include the ‗unintended‘ or ‗hidden‘
curriculum. Distinctions are also made between the
―intended‖
(official), ―applied‖, ―interactive‖ (resulted from
classroom interactions) and ―effective curriculum‖ (what
students really learn).
Curriculum A set of policies, regulations, directions and guidelines
Framework central for
curriculum development and implementation that
govern the
development of syllabuses and other curriculum
documents. Given the status of the curriculum as the
hub of education systems, curriculum frameworks are
usually considered as
―constitutions‖ of pre-university education. Curriculum
Frameworks can be developed for the entire system, for
specific stages (like basic education) and/or for specific
learning areas or issues (such as a framework for
integrating cross-cutting issues in the curriculum).
Curriculum Process of combining/articulating learning content and
integration subjects with a view to promote holistic and
comprehensive learning. It leads to the reduction of the
number of discrete subjects and is usually applied in
primary and lower secondary education.
Curriculum policy Formal decisions made by government or education
authorities
that have a direct or significant bearing on the
development of curriculum. These decisions are
normally recorded in official government documents
Curriculum The way in which the curriculum of any system is
structure organized, including the subjects or learning areas,
when they must be studied and the ‗pattern‘ in which
they must be studied. The
curriculum may be composed, for example, of core and
optional or elective subjects studied with some variation
between grades.
Curriculum The totality of curriculum provisions and documents
system through which orientation is given to teachers and other
stakeholders with regard to why, what, how and how
well students should learn. The curriculum system
usually comprises of education acts, curriculum
framework(s), syllabuses, assessment standards,
textbooks and other learning resources.
59
TERM EXPLANATION
Effective What students really learned in terms of knowledge,
curriculum attitudes and skills.
E-learning Learning that is based on using new information and
communication technologies with a view to enhance
access to information, as well as its effective and
responsible usage in the
context of (commonly) networked and distance
activities.
Elective Learning areas/subjects among which students can
curriculum choose in compliance with their interests, talents and
needs.
Entrepreneurship In a narrow sense: preparing children and young to take
education over
entrepreneurial roles in economy, i.e. create their own
businesses/enterprises. In a broader sense: equipping
children and young with entrepreneurial skills, such as
initiative, decision making, risk taking leadership,
organization and management skills.
External Assessment that is carried out by out of- school
assessment agencies or is based on procedures and tools provided
by such out-of-school agencies (i.e. external
examinations; tests provided by specialized/statutory
agencies). It should be based on (national)
evaluation standards so that subjectivity in assessment
is reduced to the maximum.
Extra-curricular Structured learning activities that take place outside
activities the context of formal subjects or learning areas. In some
systems, these might include work experience or
organized sport
Formal curriculum The learning experiences and opportunities that are
provided to
learners in the context of formal education. The formal
curriculum serves as a basis for socially recognized
certification and diploma awarding.
Formal education The hierarchically structured, chronologically graded
educational system running from preprimary education
through the university and including, in addition to
general academic studies, a variety of specialized
programs and institutions for full-time technical and
professional training. The outcomes of, and
qualifications obtained from formal education are
socially recognized by certification and diploma
awarding
Formative Assessment that is basically classroom- and teacher-
60
TERM EXPLANATION
assessment based,
aiming at supporting students to make progress in
learning throughout a certain period of time. It
envisages learning as a process, not just a result (see
also Assessment for learning, to which it is connected).
Holistic The harmonious growth/progress of all personally
development dimensions, i.e. intellectual, emotional, motor aspects
Inclusive Inclusive education seeks to address the learning needs
education of all children with a specific focus on those who are
vulnerable to marginalization and exclusion. It implies
all learners – with or without disabilities - being able to
learn together through access to common pre-school
provisions, schools and community educational setting
with an appropriate network of support services.
Informal Acquisition and development of knowledge, skills and
education attitudes
outside formal or non-formal settings during every day
experiences and in the absence of intended and
systematic processes of learning
Information and New tools and processes of accessing and processing
Communication information, as well as communicate it based on
Technologies electronic means, such as computers, TV, Internet,
(ICT) other digital means.
Interactive Learning environment at classroom level that is based
classroom on constant exchanges among teachers and students in
the context of inquiry based, problem-solving and
hands-on activities.
Interactive Philosophy and practice of involving students in
teaching and defining and constructing their learning experiences by
learning taking into account their needs, interests, previous
knowledge and context
Key Competencies considered by the education and training
competencies system to be important in the learning of every student
and significant contributors to the lives of every
member of society. The Key Competencies most relevant
to Basic Education might be referred to as ‗basic
competencies
Key stage of the Specific phases of the way the curriculum unfolds
curriculum across different education levels/grades and age
groups. Periods which share some common features in
terms of children‘s development, of curriculum
requirements and of teaching/learning approaches to
students‘ development and progression in learning. In
the Kosovo Curriculum Framework, key stages are
61
TERM EXPLANATION
phases of a given education level to ensure:
 more transparency and precision in the
articulation of education goals and tasks;
 the possibility of concrete guidelines for
organizing school work with emphasis on specific
methods, outcomes and means of evaluation;
 the possibility of providing new challenges with
regard to
students‘ development and to the specific goals of each
key stage of the curriculum.
Knowledge Concepts and factual information (data), as well as
relations among them (i.e. structures and patterns)
about the natural and man-made environment, people
and society, culture and economy, and our
understanding of the world, people and society.
Declarative knowledge points to knowing ―what‖, while
procedural knowledge to knowing ―how‖.
Learning area A broad category of learning grouping subjects which
share common objectives and tasks in the teaching and
learning of knowledge, skills, values and attitudes. The
affiliation of subjects to a given learning area takes into
consideration their specific contribution to students‘
development, in accordance with the
general and specific aims of teaching and learning in
schools. It also takes into consideration the possibility
for multi- and interdisciplinary approaches, as well as
the pursuit of cross-curricular objectives
Learning Process of acquiring, internalizing and developing new
knowledge, skills, values and attitudes that are
integrated in pre-existing structures while also
constituting a basis for new acquisitions.
Learning content The topics, themes, beliefs, behaviors, concepts and
facts, often grouped within each subject or learning
area under knowledge, skills, values and attitudes, that
are expected to be learned and form the basis of
teaching and learning.
Learning Situation(s) and process(es) through which learners
experience acquire/develop knowledge, attitudes and skills
Learning Statements describing what students should know,
outcomes believe, value and be able to do. Outcomes are
expressed in the Curriculum Framework in a range of
domains, including knowledge, understanding, skills
and competencies, values and attitudes.
Learning resource Reference to, and support for student learning including
62
TERM EXPLANATION
textbooks, education software, experimental kits,
atlases, dictionaries, work books, etc.
Life skills Skills which provide the learners with the capacity to
undertake tasks or processes related to their day to day
Lives
Lower secondary The first cycle of secondary education(four years
education duration in EA
Non-formal Any organized and sustained activity that does not
education correspond exactly to the definition of formal education.
Non-formal education may therefore take place both
within and outside educational institutions and cater to
persons of all ages. It may cover educational
programmes to impart adult literacy, basic education
for out of school children, life-skills, work skills and
general culture. Non-formal education programmes do
not necessarily follow the ―ladder‖ system and may have
different durations, and may or may not confer
certification of the learning achieved.
Primary education The second period or cycle of education of … years
duration
Secondary The third period or cycle of schooling, may be divided

education into lower and upper phases
Summative Assessment that summarizes the progress and
assessment achievement of learning outcomes by learners at a
particular time
Syllabus A document describing the learning objectives, learning
outcomes and content related to a specific subject.
Modern syllabuses also provide guidance on
implementation including relevant teaching and
assessment methodologies.
Teaching Activity carried out with a view to foster learning in
students by using a wide range of methods that are
adjusted to the learners‘ learning styles.
Values What people cherish as guiding principles and main
references of their choices and behaviors
Vocational Education and training to enable learners to gain
education and employable skills and professional qualifications for
training specific occupations, in addition to achievement of the
key competencies as defined by the Curriculum
Framework
63
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ANNEX IV

EAST AFRICAN COMMUNITY

DRAFT HARMONISED CURRICULUM STRUCTURES AND FRAMEWORK

1.0 Introduction ........................................................................................... 8

1.1 The EAC Context .................................................................................... 8

1.2 The International and Global Context of Education .............................. 9

1.3 The Rationale for Curriculum Harmonization in EAC Primary Education

1.4 The Curriculum Framework: Role and Functions ............................... 10

2.1 Republic of Burundi ............................................................................. 11

2.2 Republic of Kenya ................................................................................ 11

2.3 Republic of Rwanda ........................................................................... 12

2.4 Republic of Uganda ........................................................................... 13

2.5 United Republic of Tanzania .............................................................. 14

2.6 Proposed EAC Goals and Philosophy of Education ............................. 15

3.0 Principles for development and implementation of the curriculum

3.1 The Curriculum Development Principles ............................................ 16

3.2 Curriculum Implementation Related Principles .................................. 17

4.0 Primary Education Structure ................................................................ 18

4.1 Current Primary Education Admission structures in EAC Countries . 18

4.3 Characteristics of Primary Education learners and their impact on

4.4 Curriculum Development Process ...................................................... 27

5.0 Primary Education Aims, Objectives and Expected Outcomes ............... 27

5.1 Objectives of Primary Education in the Republic of Burundi .............. 27

5.2 Objectives of Primary Education in the Republic of Kenya .................. 27

5.3 Objectives of Primary Education in the Republic of Rwanda.................. 28

5.4 Objectives of Primary Education in the Republic of Uganda ............... 28

5.5 Objective of Primary Education in the United Republic of Tanzania .... 29

5.6 Proposed Objectives for Primary Education in EAC ............................ 29

5.7 Proposed EAC Primary Education Key Competences .......................... 30

5.8 Key competences, descriptions, learning outcomes ............................... 30

6.0 Organization of Primary Education Curriculum .................................... 39

6.1 Learner Centred Teaching and Learning ............................................ 39

6.3 Criteria for Quality curriculum design and implementation ................ 40

6.4 Current Primary Education Curriculum in the EAC. ....................... 43

6.5 Recommended Primary Education Curriculum in the EAC ................. 44

6.6 Cross cutting Issues ............................................................................. 45

7.0 Teaching and learning resources ............................................................. 49

7.1 Teacher as a Resource .......................................................................... 49

7.2 Physical Resources ............................................................................... 49

7.3 Teaching and learning materials ........................................................... 49

7.5 Standard Resources required for Curriculum Implementation ............. 50

7.6 The Role of Stakeholders in the Provision of Teaching and Learning

8.0 Assessment strategies ............................................................................. 51

8.1 Current Assessment of Primary Education in the East African

8.2 Proposed Assessment of the EAC Primary Education Curriculum ......... 53

8.3 Proposed types of assessment............................................................... 54

9.0 Implementation of the Harmonized EAC Primary Education Curriculum

9.1 Implementation process ....................................................................... 56

EAC Curriculum Framework Glossary ........................................................... 57

1.1 The EAC Context

In respect to the above, this curriculum framework undertakes to provide a set

1.2 The International and Global Context of Education

The East African Community as part of the International community

1.3 The Rationale for Curriculum Harmonization in EAC Primary

1.4 The Curriculum Framework: Role and Functions

The curriculum framework is envisaged to be the main reference document in

2.0 National Goals and Philosophies of Education among EAC Partner

2.1 Republic of Burundi

2.2 Republic of Kenya