The recent decision by the Kenya Institute of Curriculum Development (KICD) to ban encyclopaedias from the curriculum raises significant concerns about the direction of education in Kenya.
This decision is akin to throwing the baby out with the bath water – an ill-advised move that risks depriving students of crucial learning tools.
Encyclopaedias have historically been a cornerstone in building knowledge, offering learners diverse insights across disciplines. Yet, KICD’s stance suggests a politicization of educational support materials, threatening the academic integrity of Kenya’s educational system.
Encyclopaedias were thriving because there was a serious learning gap so for KICD to ban their use in schools without addressing the curriculum gaps will be calamitous. That is going to be a very costly shortcut. The main issue here is not encyclopaedias but the mainstream publishers who feel encyclopaedias are eating into their sales. They are curtailing creativity by demanding for the ban of competing learning resources. They are motivated by selfishness.
The role of encyclopaedias in education cannot be gainsaid. For centuries, encyclopaedias have served as repositories of knowledge. From early editions like Encyclopædia Britannica to modern online resources, they have been trusted for providing factual and diverse information. Unlike textbooks, which often focus narrowly on specific curriculum topics, encyclopaedias offer a broad spectrum of subjects, enabling students to explore areas beyond their syllabus.
One of the greatest advantages of using encyclopaedias is their ability to foster independent learning. With the rapid technological advancements in today’s world, students require more than just what is presented in class. Encyclopaedias provide the kind of cross-referencing and in-depth information that allows them to gain a broader understanding of various subjects. They promote critical thinking by exposing learners to multiple perspectives, encouraging them to ask questions and seek deeper insights.
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Moreover, encyclopaedias encourage the development of research skills. Research is not just about finding answers; it’s about evaluating sources, analyzing information, and synthesizing ideas. Encyclopaedias provide a reliable starting point for research, which is especially valuable in an era of misinformation. By removing this resource from the curriculum, we risk stunting the growth of these essential skills.
KICD has stated that their decision to ban encyclopaedias is based on a desire to streamline learning materials and reduce redundancy. However, the move has raised questions about the real motivations behind the decision. Is the ban truly aimed at improving education, or is it part of a broader political agenda to control the kind of information students can access?
Educational policy decisions should be grounded in pedagogical best practices, not political or ideological considerations. The politicization of educational materials is not new in Kenya. In the past, there have been instances where textbooks were altered or banned due to content deemed inappropriate or politically sensitive. However, the decision to ban encyclopaedias seems excessive and counterproductive. Unlike some textbooks, which may be criticized for bias or inaccuracy, encyclopaedias are generally known for their neutrality and accuracy, offering well-researched and balanced information.
Furthermore, encyclopaedias are not in competition with the core curriculum; they complement it. By eliminating them from the educational system, KICD risks narrowing students’ learning experience to a limited set of approved materials. This approach could lead to an education system that discourages curiosity and exploration, which are fundamental to intellectual growth.
The removal of encyclopaedias from the Kenyan curriculum could have several unintended consequences. First, it undermines efforts to develop critical thinking and research skills in students. In a world where information is abundant, but not always accurate, students must learn to navigate through multiple sources to discern truth from falsehood. Encyclopaedias serve as a trusted foundation in this process.
Second, the ban could widen the knowledge gap between students in Kenya and their peers globally. Many countries continue to incorporate encyclopaedic resources in their curricula, understanding their value in building well-rounded individuals. By banning these resources, Kenya risks falling behind in terms of academic competitiveness on the global stage.
Lastly, the decision undermines the spirit of education, which should be about opening minds, not closing them. Knowledge is vast and multifaceted. Limiting access to it stifles creativity, curiosity, and innovation – traits that are essential for the country’s development.
Rather than banning encyclopaedias, KICD should look at how they can be integrated more effectively into the curriculum. The current Competency-Based Curriculum (CBC) emphasizes practical skills and the application of knowledge. Encyclopaedias can play a vital role in supporting these objectives by providing a wealth of information that students can use for problem-solving, critical analysis, and research.
KICD should also consider the different formats in which encyclopaedias are available today. The digital revolution has made encyclopaedias more accessible than ever before. Online encyclopaedias such as Wikipedia or Britannica Online can be easily updated and are more interactive, allowing students to engage with multimedia content.
By Kamomonti wa Kiambati
Kamomonti teaches English and Literature in Gatundu North Sub-county.
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