CO-CURRICULAR ACTIVITIES IN SENIOR AND VOCATIONAL SCHOOL AND NON-FORMAL PROGRAMMES

CO-CURRICULAR ACTIVITIES IN SENIOR AND VOCATIONAL SCHOOL

Co-curricular activities such as sports, arts, drama, music, and clubs complement academic learning by fostering learners’ physical, emotional, social, and intellectual development. These activities support the development of well-rounded learners by enabling them to explore diverse interests and talents beyond the classroom.

Interested learners shall be provided with opportunities to engage in co-curricular activities based on their abilities and interests, including learners with special needs and disabilities.

Management and leadership of Senior and Vocational Schools shall establish a broad-based framework for introducing a variety of games and sports activities in line with the Physical Education and Sports Policy (2021).

Senior and Vocational Schools shall:

Establish games, sports, music, and drama committees.

Facilitate participation of learners, including those with special needs and disabilities, in internal (school-level) and external competitions at inter-school, zonal, sub-county, county, regional, and national levels.

Facilitate teachers to make necessary adaptations for learners with special needs and disabilities.

Facilitate participation in drama and music activities in accordance with the prevailing Kenya National Drama and Film Festival Rules and Regulations.

Facilitate the establishment of clubs and societies and encourage participation of every learner, including those with special needs and disabilities.

Facilitate learner participation in national, regional, and global events.

Enable learners talented in co-curricular activities such as games, sports, drama, and music to pursue Arts and Sports Science as a career pathway.

2. NON-FORMAL PROGRAMMES

Non-formal learning programmes support formal learning and are generally focused on extending learning in practical and meaningful contexts. These programmes include:

Pastoral Programmes of Instruction (PPIs)

School assemblies

Clubs and societies

Games and sports

Music and drama festivals

Science fairs

Exchange programmes

Schools shall ensure that:

Non-formal activities are implemented in accordance with existing policies and guidelines.

All non-formal activities are captured in the school timetable.

Patrons for clubs and societies are appointed and adequately inducted.

Relevant religious programmes for learners of different faiths (Christian, Muslim, and Hindu) are implemented using KICD-approved materials.

PPIs are facilitated by chaplains vetted by the Ministry of Education (MoE).

School assemblies are used to foster unity and cohesion within the school community.

3. CITIZENSHIP EDUCATION (CE)

Citizenship Education seeks to empower learners to contribute positively to society by developing the knowledge, values, and experiences necessary to understand their rights and responsibilities. This enhances patriotism and national unity by enabling learners to play active roles locally, regionally, and globally in building peaceful, tolerant, inclusive, and secure societies.

Senior and Vocational Schools shall:

Implement Citizenship Education to enable all learners to understand the consequences of their actions and those of others in society.

Establish and maintain citizenship clubs and other co-curricular activities in accordance with guidelines for non-formal activities.

Integrate Citizenship Education in all learning areas as guided in the Curriculum Designs.

4. ENVIRONMENTAL EDUCATION (EE)

Environmental Education creates awareness of the environment and enables learners to acquire knowledge, skills, values, experiences, and attitudes necessary to solve present and future environmental challenges. It also promotes responsibility for environmental sustainability and development.

Leadership of Senior and Vocational institutions shall:

Integrate Environmental Education in all learning areas as guided in the curriculum designs.

Establish environmental clubs in line with the guidelines for non-formal activities.

Involve all learners, including those with special needs and disabilities, in environmental conservation activities.

Collaborate with the community in environmental conservation initiatives.

Ensure the safety and security of learners during environmental activities.

5. VALUES-BASED EDUCATION (VbE)

Values-Based Education is anchored on culture, religion, morals, and societal values that emphasize character formation and personality development for individual wellbeing and lifelong service.

VbE shall adopt a Whole School Approach for effective implementation of the Competency-Based Curriculum (CBC). Schools shall:

Ensure that the school motto, vision, mission, rules, regulations, policies, classroom environment, and non-formal activities reflect core values.

Involve families, religious organisations, and the wider school community in promoting values.

Establish and operationalize a Values-Based Education committee.

6. PERTINENT AND CONTEMPORARY ISSUES (PCIs)

Pertinent and Contemporary Issues are issues that affect learning in schools and communities. These include:

Health-related issues such as HIV and AIDS, FGM, communicable and non-communicable diseases

Social, cultural, and economic issues such as gender equality and financial literacy

Environmental issues such as climate change and pollution (air, water, soil, and noise)

PCIs are mainstreamed in curriculum designs and may also be addressed through clubs and non-formal activities.

Schools shall:

Mainstream PCIs in the Schemes of Work (SOW) by clearly indicating plug-in points.

Ensure that PCIs are explicitly reflected in lesson plans to highlight areas of emphasis during lesson delivery.

Establish clubs and societies that address PCIs, such as Environmental Education clubs.

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