Navigating Challenges and Embracing Change

Kenya's education system is undergoing a significant transformation amid the introduction of the Competence-Based Curriculum (CBC). Owing to the shift from the 8-4-4 system that has over time focused largely on preparing learners for generalized summative assessment to focus on developing students' skills and competencies. The latter is set to better prepare a majority of the graduates for the dynamic demands of the modern world labor market and skill based-innovation. 

The CBC was designed with the intent to create a more holistic education system that nurtures critical thinking, creativity, and practical skills.

While the vision behind CBC is progressive and promising, its implementation has been fraught with several embargos.

This blog explores the future of CBC in Kenya, highlighting the initial hurdles in its design and implementation, the ongoing issues impacting its success to highlighting key proposals to its success.

Possible threats to C.B.C effective implementation

Among the challenges facing CBC, the following stand out as possible threats to its effective implementation:

• Teacher Training and Preparedness 

Many teachers are not adequately well equipped with the new teaching methodologies and competencies, of which many educators haven’t received sufficient training on. This gap has continued to limit the curriculum delivery and its effective implementation across the country.

•  Absence of strong political will 

Moreover, there is a noticeable absence of strong political will and consistent policy support for CBC by the sitting regime. Political changes and shifting priorities have created uncertainty and disrupted the smooth implementation of the curriculum. This instability affects long-term planning and the allocation of necessary resources for effective curriculum implementation.

 

• Limited resource allocation and infrastructure 

Many schools, especially in rural areas, lack the necessary facilities and materials. Key infrastructure such as electricity, classrooms, and furniture to access to internet, digital devices have become a struggle accompanied by a huge financial burden of implementing investments in new teaching materials, technology, and infrastructure.

The new system emphasizes formative assessments and practical application, however their still remains a huge disconnect on provision of clear guidelines and resources leading to confusion among teachers, parents and students.

• The economic constraints facing the country

This has also impacted the CBC implementation as the ministry outcries insufficient funding. The Teachers Service Commission (TSC) is yet to employ enough teachers for both Primary and Junior secondary schools (JSS).

• Inadequate pilot testing and rushed implementation of the CBC

This did not allow for comprehensive feedback and identification of gaps. As a result, many unforeseen issues arose when the curriculum was rolled out nationwide, leading to confusion and inconsistency in its application.