The Kenya Institute of Curriculum Development (KICD) has directed all public senior school principals to submit detailed learner and textbook data by subject for Grade 10 students by April 10. This is to address discrepancies in the first phase of textbook distribution and ensure a one-to-one student-to-textbook ratio for the second phase.

• Principals must submit the current number of Grade 10 learners and the total textbooks received per subject.
• The directive is from the Kenya Institute of Curriculum Development (KICD).
• The data is crucial for achieving the government policy of one textbook per subject and will also inform future textbook distributions for Grades 11 and 12.

Emmanuel Manyasa of Usawa Agenda has voiced concerns regarding the current state of foundational learning in Kenya, highlighting critical issues that impede student progress.

• An alarming number of Kenyan children are not achieving foundational literacy and numeracy skills by Grade 3.
• The Executive Director of Usawa Agenda, Emmanuel Manyasa, is the key figure speaking on this matter.
• The issue stems from various factors impacting the quality of early-grade education delivery and learning outcomes.

NTV Kenya is highlighting the crucial role of foundational learning as the Competency-Based Education (CBE) implementation begins.

• The focus is on ensuring strong beginnings for students in the new educational framework.
• Key stakeholders, including educators and policymakers, are involved in this significant shift.
• This initiative aims to reshape the early stages of the Kenyan education system.

Dedan Kimathi University of Technology (DeKUT), through its Chapter of the African Association of Archaeologists (DeKUTAA), has launched a new project aimed at supporting pregnant students.

• The initiative focuses on providing essential support to pregnant students.
• Led by DeKUTAA, a student chapter of the African Association of Archaeologists.
• This project highlights DeKUT's commitment to student welfare and academic success.

The implementation of Grade 10 curriculum in Kenya is facing a significant gap between stated policy and actual execution. This discrepancy is hindering effective delivery of the educational reforms.

• Lack of adequate resources is a major challenge in the rollout of the Grade 10 curriculum.
• The Ministry of Education is the key organization responsible for the curriculum's implementation.
• Discrepancies highlight the need for improved planning and support to ensure educational policies are successfully enacted.