A comparative review of literature on the integration of soft skills in Mathematics as reflected in the revised curriculum frameworks for Kenya, Rwanda, and Zambia

Abstract

This paper comparatively analysed policy documents and peer-reviewed papers regarding the integration of soft skills in Mathematics taught in secondary schools in Kenya, Rwanda, and Zambia. The analysis highlights how the curricula for Kenya, Rwanda, and Zambia were revised, how soft skills were integrated and assessed in Mathematics and how Mathematics teachers were prepared to integrate soft skills in the teaching and learning of Mathematics. The review has shown that the three countries acknowledge Mathematics as one of the subjects in which soft skills should be integrated. Additionally, the three countries have a common understanding that the integration of soft skills requires changes in pedagogical and assessment approaches. However, the literature reviewed from the three countries indicates that there is very little data available highlighting the integration and assessment of soft skills in Mathematics as well as how mathematics teachers were prepared. This lack of adequate information on the integration and assessment of softs kills points to the fact that these skills may not be integrated in the teaching and learning of Mathematics which could lead to producing secondary school graduates, who are not creative, innovative, critical thinkers and problems solvers. The paper, therefore recommends that researchers should explore the challenges related to the deficiency in policy focus by the three countries on the integration of soft skills in  Mathematics.