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The Republic of Kenya has made significant progress in the implementation of the Competency Based Curriculum (CBC) that was rolled out two years ago (January, 2019), in Pre-Primary 1 and 2 and Grades 1, 2 and 3. Competency Based Education is an organizational or systems approach to schooling and learning where students progress, mainly based on the demonstration of what they know and can do. The approach allows learners to advance based on their ability to master a competency. It is tailored to meet different learning abilities and can result to better learning outcomes besides promoting a holistic approach in learning.

What informed the shift to CBC?

The international standards set by International Bureau of Education (IBE) of UNESCO recommends that a curriculum ought to be reviewed every five years; to align it with emerging societal expectations besides, ensuring quality standards are maintained.

Kenya has had several Commissions on Education since independence to respond to the country’s changing needs. Each Commission recommended different policies but, most of them stressed on a curriculum that would help learners to gain practical skills and competencies for self-reliance.

The summative evaluation of the 8-4-4 curriculum (KIE, 2009) indicated that the system of education was too academic and examination oriented; the curriculum was over¬loaded; most schools were not adequately provided with equipped workshops to facilitate learning of practical skills and the teachers were not sufficiently trained. 

The other observation was that candidates completing secondary schools did not acquire adequate entrepreneurial skills for self-reliance resulting to high unemployment and risk of emergence of social vices such as crime, drug abuse and anti-social behavior. There were no flexible education pathways for identifying and nurturing aptitudes, talents and interests of learners.

The other shortcoming was the emphasis on summative assessment (assessment of learning), which meant that majority of teachers hardly use formative assessment (assessment for and as learning). Due to the over-emphasis on cramming facts to reproduce for the sake of passing examinations, there was cut throat competition in learning instead of focusing on the acquisition of requisite competencies. This unchecked development resulted to increased dropout rates as well as significant unemployment numbers, at a time when many were going to school with an assurance that they would secure better jobs and be able to support livelihoods.

The Task Force on the Re-alignment of the Education and Training Sector to the Constitution of Kenya (Odhiambo Report, 2010) recommended that the country needed a more flexible curriculum with pathways and tracks and one that specifies the expected competencies at every level. The taskforce recommended two years of Pre-primary education; six years of Primary education and six years of secondary education (three years Junior and three years senior secondary); three years minimum of Tertiary and/or University Education. Therefore, the CBC promises a paradigm shift that can be best demonstrated as indicated in the figure 1.4 below:

The Importance of teachers in curriculum implementation

The realisation of this shift requires that teachers are re-tooled to cope with the adjustments. Teacher preparation is key to effective implementation of the curriculum. KICD, in collaboration with the Ministry of Education, TSC and other implementing agencies has oriented several teachers to the new curriculum. 

The Institute usually adopts a cascade model for preparation of teachers. Master trainers are drawn from KICD, KNEC, TSC, CEMASTEA, KISE and KEMI. The master trainers train Trainers of Trainers (TOTs) who are curriculum support officers (CSOs) and champion teachers from across the country.

At the centre of the ongoing curriculum reforms is the teacher. Without the teacher, the reforms will grind to a halt because a teacher takes a leading role in the implementation of the curriculum. 

Therefore, to promote a successful and effective curriculum roll out, teachers are expected to undertake the following: 

i. Proper interpretation of curriculum designs: Teachers must understand and correctly interpret the curriculum designs to inform interactive lesson plans that can be effective in imparting the right message to the learners.

ii. Promote use of locally available learning resources: CBC advocates for use of locally available resources. CBC encourages innovations, originality, imagination and creativity in carrying out tasks. Schools are encouraged to use the already provided ICT equipment under the digital literacy programme. The curriculum designs suggest learning experiences. However, the successful implementation of those experiences remain the responsibility of the teacher who, as the implementer of the curriculum, is expected to use resources available within the community to enhance the learning process.

iii. Facilitate learners to develop relevant competencies: There is a need to develop creative minds in the country. The highest level of learning is when students create something rather than just cramming for the sake of reproducing facts to pass national examinations. The old system emphasised grades and did not give the learner enough space to grow. In the CBC dispensation, learners are being exposed to the 21stcentury skills that constitute the core competencies for Basic Education. These include: Communication and Collaboration; Critical Thinking and Problem Solving; Imagination and Creativity; Citizenship; Digital Literacy; Learning to Learn; and Self –Efficacy.

iv. Foster desirable values amongst learners: In the CBC, teachers are encouraged to infuse values in their lessons to ensure realisation of an all-rounded learner. The values have also been integrated in all the learning areas as a deliberate measure to promote graduation of engaged, empowered and ethical citizens. The values in the CBC include: Love; Responsibility; Respect; Unity; Peace; Patriotism; Social Justice; and Integrity.

v. Enhance parental empowerment and engagement: The parent is the first teacher for the learner and teachers play a crucial role in enhancing their role. This is usually done through the communication they hold with parents largely as they interrogate the learner’s progress reports. For learners under CBC, the discussion is largely informed by the portfolios used to showcase the learners work, which teachers are required to maintain as tools for assessment.

vi. Provide the right environment for the learner to achieve the best: Teachers have a critical role to play in ensuring the school environment in which the child is socialized meets the standards as envisaged in the curriculum.

vii. Act as a source of valuable feedback on curriculum matters: The teachers act also as important sources of feedback. They are trusted and have helped a great deal in enriching the curriculum reforms process through their individual suggestions and the views they gather by virtue of being part of the society they operate from.

Conclusion

KICD is committed to deliver a curriculum that caters for the educational needs of all learners including those with disability. All learners are capable of excelling and the country looks up to teachers among other stakeholders, to unlock the potential in these learners. Teachers remain critical players in unlocking potentials of learners.