In the same way that the quality of food we eat shapes our health, the quality of books our children read in school shapes the intellectual health of a nation. A country’s future is not built in boardrooms or political rallies but in classrooms, page by page, lesson by lesson. This is why course books approved by the Kenya Institute of Curriculum Development (KICD) for use in Senior School are not just learning aids; they are the silent architects of national character, competence, and competitiveness.
Course books approved by KICD under the Competency-Based Curriculum (CBC) are at the heart of Senior School learning. They are the backbone of academic delivery, shaping how subjects are interpreted, understood, and applied in the classroom. The approval process is meant to guarantee that the books meet curriculum standards, align with national education goals, and serve the learner’s best interests. However, the conversation about these books often stops at their approval, yet what happens afterward in terms of distribution, adoption, and actual classroom use determines their ultimate value.
KICD’s role is to ensure that the course books are pedagogically sound, accurate in content, culturally relevant, and accessible. This process involves subject panels, expert reviews, and pilot testing before a title is given the “Orange Book” approval. At this stage, only books that meet strict criteria make it through, theoretically guaranteeing that any approved text will deliver the intended learning outcomes. This is a significant safeguard in a market where commercial interests can easily overshadow educational merit. The CBC has shifted the focus from rote learning to competency development, meaning that books are not merely repositories of information but are structured to encourage critical thinking, creativity, problem-solving, and practical application of knowledge.
ALSO READ;
What next for the Kenya Music Festivals after Nationals and State Gala?
Once approved, the books are meant to be available for schools to choose from. The KICD does not impose a single title per subject; instead, it offers a list of approved alternatives, allowing schools some flexibility. This is where the complexity begins. Theoretically, the choice should be made by subject panels or book selection committees within schools, guided by criteria such as clarity of presentation, inclusivity, relevance to learners’ contexts, and value for money. In practice, however, this process is not always as objective as it should be. Sales representatives from different publishers actively market their approved titles, sometimes influencing schools through personal relationships, incentives, or aggressive marketing campaigns. This means that even among equally approved books, the one that ends up in the classroom may be determined as much by salesmanship as by merit.
The CBC Senior School structure is still young, but the stakes are high. Senior School is where career pathways; Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM) take shape. The course books used at this stage are not just about passing exams; they are about building the skills and competencies that will carry students into tertiary education or directly into the job market. A STEM learner relying on a poorly structured physics book, or a Social Sciences learner using a history text with shallow coverage of critical topics, is being shortchanged in ways that may only become apparent years later. The quality and suitability of course books are, therefore, not trivial concerns – they are a matter of national competitiveness.
Accessibility and affordability also influence the real impact of KICD-approved books. While the approval process ensures quality, it does not automatically guarantee that every school can afford the most suitable titles. Some schools, especially in rural or economically disadvantaged areas, end up settling for cheaper options or relying on outdated materials because procurement budgets are stretched thin. This creates disparities in learning experiences between well-resourced and under-resourced schools, even when both are following the same curriculum. Digital access was expected to bridge some of these gaps, with e-books and online resources becoming more common, but unequal internet access and limited digital devices have slowed this transition.
Teacher preparedness is another crucial factor. Even the best-approved course book will underperform if the teacher is not well-versed in how to use it effectively. Some publishers provide training workshops alongside book distribution, but these are not consistent across the market. Without adequate orientation, teachers may miss out on exploiting the book’s full potential, skipping valuable activities or failing to integrate competency-based tasks into their lessons. This undermines the spirit of the CBC, which relies heavily on active, learner-centered teaching approaches.
ALSO READ;
TSC shakes up Kakamega County schools with 15 principal transfers
There is also the question of longevity. Approval by KICD is not a lifetime license; books are supposed to be reviewed periodically to ensure they remain aligned with evolving curriculum needs, new subject matter developments, and emerging pedagogical approaches. However, in practice, once a book is entrenched in schools, it often remains in use long after newer, possibly better alternatives have been approved. This is partly due to procurement cycles and partly due to the reluctance of schools to switch to unfamiliar titles that would require retraining teachers or changing schemes of work. While stability has its benefits, clinging to outdated materials risks keeping learners locked into knowledge and skills that are no longer relevant.
The ideal scenario would be a dynamic but stable system, where approved books are regularly refreshed to keep pace with change, yet where schools adopt them based on a rational, evidence-based process rather than marketing pressure. It would also require KICD to take a more active post-approval role, monitoring not just whether books are available but whether they are being used effectively, whether they meet learner needs in practice, and whether teachers are equipped to deliver their content.
The Senior School stage is the final and most critical lap of basic education, the point at which the quality of course books can make or break the learner’s readiness for life beyond school. In this sense, approved books are more than printed pages bound in a cover; they are intellectual tools, cultural mirrors, and future-shaping instruments. We are the food we eat and ultimately, a nation is the books her children use in the school curriculum. The integrity of their selection and use, therefore, goes beyond the classroom—it speaks to the kind of society the nation is cultivating. If we want a generation that is competent, innovative, and globally competitive, then the course books in our Senior Schools must be chosen and used with the same seriousness we reserve for national policy decisions.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies.
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
