Abstract :

Globally the world is experiencing rapid changes economically, socially, with new demands setting in. It is therefore necessary for every country to reform education system to remain relevant and functional. Educational philosophies provide ideas that can be applied to make education instrumental. Pragmatism is one of such philosophy which has been used to advance reforms in education. This paper examines the concept of pragmatism in terms of aims, principles and theoretical bases in guiding curriculum reforms. The need for reforms has also been highlighted. The new education system in Kenya (CBC) has been presented in terms of mission and vision and how it relates to the Kenya blue print for economic development- vision 2030. Theoretical underpinnings for CBC have also been presented. Further the paper has related the principles of pragmatism to the CBC through a critical analysis of the Basic Education Curriculum Framework in Kenya to conceptualize how ideas of the philosophy have been reflected in the new curriculum. The paper concludes that, to make education meaning, prior experiences of learners must be exploited and learner engagement must take precedence in the teaching- learning process to develop them as empowered citizens. The philosophy has been applied to a great extent in the new curriculum. To fully actualized the new curriculum, the paper recommends that more funding be provided initiated from the budget making desk to cater for additional facilities, resources and teacher development.

---

Keywords :

Basic Education Curriculum Framework, Community Service Learning, Competency Based Curriculum, Experiential learning, Pragmatism.

---

References :

1. Dewey, J (1997) How We Think. New York: Dover Publications.
2. Durant, W. 1885-1981. (1961). The story of philosophy: the lives and opinions of the great philosophers of the western world. New York: Simon and Schuster,
3. Hansen, R. E. (2000). The Role of Experience in Learning: Giving Meaning and Authenticity to the Learning Process in Schools. Journal of Technology Education, 11(2), 23–32. DOI: http://doi.org/10.21061/jte.v11i2.a.2.
4. KICD (2018). Report on Competence Based Curriculum reforms presented to the national steering committee 3rd January 2018. Nairobi: Ministry of Education.
5. KICD (N.D). Community service learning: a new era for the Kenyan curriculum. https://static1.squarespace.com/static/520111afe4b0748af59ffc18/t/5d7944b304d46a48333e9667/1568228544697/Community+Service+Learning+Brochure.pdf.

6. Kim, Y. & Baylor, A.L.(2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research and Development,54(6),569-596. Retrieved September 4, 2022 from https://www.learntechlib.org/p/67590/.
7. McDonald .T. (2021). The Importance of Cultivating Emotional Intelligence in Schools. Spring.  https://www.nais.org/magazine/independent-teacher/spring.

8. Partnership for 21st Century Skills (2009). A Framework for Twenty-First Century Learning. http://www.p21.org/.
9. Republic of Kenya (2017). Basic Education Curriculum Framework. Nairobi: KICD.
10. Republic of Kenya (2012).Task force on the re-alignment of the education sector to the constitution of Kenya 2010: Towards a globally competitive quality education for sustainable development. Report of the task force: Ministry of Education.