The recent hike in approval charges by the Kenya Institute of Curriculum Development (KICD) from KSh30,000 to a staggering KSh200,000 per book will likely have far-reaching consequences on creativity and innovation in the country’s education sector. For a long time, Kenya has prided itself on nurturing a vibrant literary culture, encouraging home-grown authors and publishers to develop educational content that resonates with the country’s diverse population. However, this latest move threatens to stifle that progress and exclude smaller players from contributing to the national curriculum.
The cost of getting a book approved for use in schools is no small matter. For many local authors and publishers, this steep increase means the difference between being able to share their knowledge with learners and watching their creative efforts go to waste.
Creativity is often born from the desire to communicate unique ideas, challenge conventional thought, and offer alternative perspectives. Yet, this financial burden disproportionately affects those whose creative contributions are rooted in passion rather than capital. By pricing approval out of reach for many, KICD risks limiting the diversity of ideas that Kenyan students are exposed to.
Small publishers, in particular, are the most affected. These are often enterprises run by individuals or small teams, relying on their personal resources or loans to produce quality content for learners, with the approval fee rising to sh. 200,000 per book, many will be unable to afford the cost of vetting their work, thus limiting the scope of what can be published. This effectively creates a gatekeeping mechanism where only large publishers, with their significant financial backing, can meet the new requirements. The result is a market dominated by a few big players, with little room for new and fresh content from independent authors.
This shift does more than hurt publishers; it ultimately affects learners. The Kenyan curriculum is supposed to be dynamic, incorporating different viewpoints, approaches, and methods to cater to a wide range of learners with diverse needs. However, when the financial requirements to get a book approved become prohibitively expensive, the variety of available educational materials shrinks. The content students receive may become repetitive, restricted to mainstream viewpoints, and unable to reflect the full richness of the Kenyan experience. This could inhibit critical thinking and creativity, as students are not exposed to the breadth of ideas a more inclusive publishing system could offer.
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Moreover, this policy change might stifle innovation in educational content development. As education evolves, new methodologies and teaching approaches emerge. Authors and educators experimenting with these new ideas may now be discouraged from pursuing projects because of the high approval costs. This could slow integrating modern and creative teaching techniques in Kenya’s education system. In today’s fast-changing world, where adaptability is key, such a move risks leaving students ill-prepared for future challenges.
KICD’s decision also has implications for Kenya’s global standing as a hub for innovation and creative industries. Over the years, the country has been a beacon in the region for its efforts to promote creativity and education, with many home-grown authors gaining local and international recognition. Kenya risks losing its competitive edge if exorbitant fees squeeze the publishing industry. Emerging authors might be forced to seek opportunities elsewhere or abandon their projects altogether, leading to a brain drain in the creative sector.
The argument in favour of raising the approval fees might be that KICD requires sufficient funding to carry out thorough vetting processes and ensure that only the highest-quality materials reach the classrooms. Indeed, curriculum development is a critical function that demands resources and expertise.
However, there are ways to balance quality control and inclusivity. For instance, a tiered pricing model could be implemented, where small publishers and individual authors are charged lower fees. At the same time, larger, more established companies pay more. This would allow for the development of a more equitable system that supports creativity without compromising quality.
The decision to raise the fees also brings to the fore the need for more dialogue between KICD, authors, and publishers. The education sector thrives on collaboration, with each stakeholder playing a key role in ensuring that learners receive the best possible resources.
Engaging in meaningful discussions would help KICD understand the challenges faced by publishers, especially the smaller ones, and craft policies that cater to all while ensuring that educational content remains of the highest standard. The process of developing educational materials should be as inclusive as possible, recognizing that creativity comes from various sources, not just the most well-funded.
Ultimately, the approval fee hike is not just a matter of economics; it’s about the future of Kenya’s education and literary landscape. Creativity flourishes when nurtured, supported, and given room to grow. By placing significant financial barriers before authors and publishers, KICD risks creating an environment where only a few voices are heard. This, in turn, limits the scope of knowledge and ideas that are passed down to the next generation of learners. The education system should celebrate and encourage diverse contributions, not one that curtails them based on financial considerations.
In conclusion, while KICD’s intentions may be well-meaning in ensuring quality educational content, the steep rise in approval charges has unintended consequences that could undermine creativity and diversity in Kenya’s educational materials. There is a need for a more inclusive approach that balances quality control with accessibility, allowing all voices to contribute to the rich tapestry of learning in the country. Kenya’s learners deserve the best, which means creating a system that encourages a wide range of educational content that reflects the country’s diversity, innovation, and creativity.
Kamomonti teaches English and Literature in Gatundu North Sub County
By Kamomonti wa Kiambati
