The Competence Based Curriculum (CBC) in Kenya: A Comprehensive Review
The implementation of the Competency-Based Curriculum (CBC) in Kenya has been a subject of national interest and debate. The CBC, which aims to enhance the development of students’ skills and competencies in preparation for the dynamic demands of the 21st century, represents a significant shift from the previous 8-4-4 educational system. This transition has not been without its challenges and controversies, prompting discussions on whether Kenya was indeed ready for such a transformative educational reform.
The readiness for CBC implementation can be assessed from multiple angles: infrastructure, teacher preparedness, resource allocation, stakeholder engagement, and policy support. A study by the African Population and Health Research Center in Nairobi, Kenya, alongside partners from the United States and South Korea, highlighted the importance of these factors by examining the nature, enactment, and assessment of CBC models in the US and South Korea to draw lessons for Kenya. The research underscored the need for adequate teacher training opportunities, sufficient funding, consistent pedagogical approaches, and robust assessment techniques.
Moreover, Callen Nyamwange from Kisii University pointed out that the majority of Kenyans, especially the Kenya Union of Teachers (KNUT), did not wholeheartedly receive the Competence-Based Curriculum. The review cited a report by KNUT, which suggested that the hurried implementation of CBC left a significant number of teachers insufficiently trained in CBC content and teaching methods. This lack of preparedness could potentially hinder the smooth transition to the new curriculum.
Kenya’s education system has undergone significant transformation with the introduction of the Competence Based Curriculum (CBC), replacing the 8-4-4 system that had been in place for over three decades. The CBC equips learners with the necessary skills and knowledge to thrive in the 21st century, focusing on the development of competencies rather than the mere acquisition of content.
The Basic Education Curriculum Framework (BECF), adopted by the Kenya Institute of Curriculum Development (KICD) in 2017, underpins the CBC. It aims to cultivate every learner’s potential, enabling them to become engaged, empowered, and ethical citizens. However, the journey of CBC’s implementation has not been without its challenges.
A comprehensive review of the BECF reveals that while the curriculum provides a broad and ambitious roadmap for transforming the Kenyan education system, its actualization has faced hurdles. These include inherent contradictions within the framework, a lack of an effective implementation plan, and issues surrounding the feasibility of the curriculum against the backdrop of prevailing conditions in the Kenyan education system.
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The Ministry of Education, Science, and Technology (MEST) initially planned to commence CBC implementation in January 2019. However, controversies and debates over the curriculum’s content, feasibility, and lack of pedagogical prescription caused a suspension and later reinstatement of the implementation process.
Critiques of the CBC argue that it is a complex system that has flourished at the vocational and training levels rather than in basic education. Critics have raised concerns about the CBC approach’s lack of emphasis on major aspects, such as its unsuitability for Kenya’s context, the potential negative impact on teachers, and the commitment to implementation.
Despite these challenges, the CBC framework can revolutionize education in Kenya due to its strong design. However, its success depends on addressing implementation challenges, such as the lack of adequate resources, inadequate teacher training, and insufficient infrastructure. To ensure successful implementation, the Kenyan government should prioritize teacher training, resource allocation, and infrastructure development.
The CBC represents a significant shift in Kenya’s educational paradigm, promising to align the country’s education system with global standards. As the CBC rolls out, stakeholders must work collaboratively to address the challenges and ensure that the curriculum achieves its intended outcomes, preparing Kenyan learners for the demands of the modern world.
In conclusion, while the intention behind the shift to CBC is progressive and well-meaning, Kenya’s readiness for its implementation is a complex issue that requires a nuanced approach. This involves ensuring teachers are prepared, resources are adequate, stakeholders are engaged, and the curriculum aligns with the nation’s educational goals. As Kenya navigates this transition, continuous evaluations and adjustments are essential to ensure that the CBC fulfills its promise of equipping learners with the competencies necessary to thrive in a rapidly changing world.
The Competence Based Curriculum (CBC) in Kenya: A Comprehensive Review.
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