OMULO: Let's get our facts right about CBC

It is always good practice and virtuous to share objective, factual and authentic information on any mass media platform such as print and electronic media.

I was amazed to have read a writer vindicating the start of the implementation of the Competency Based Curriculum in one of the daily newspapers with false and non-factual information with regards to the monitoring of the new curriculum.

The writer, who described himself as a retired technical teacher, started well but missed the line on one of the curriculum development processes, which is monitoring.

Before the national rollout of CBC in 2019, the curriculum was piloted in two phases.

The first pilot phase of the CBC was done in 2017 in some selected pilot schools.

The feedback that was received in the phase one pilot informed the second phase of the pilot with the identified areas that needed adjustments addressed.

Some of the areas recommended by the stakeholders were; the national pilot for PP1, PP2, and Grade 1 and 2 to be carried out to all schools for in-depth evaluation of CBC to address identified gaps.

Phase 2, which was the national pilot, was done countrywide from January 2018.

It was more intensive and included all the categories of schools. About 10 schools per county were sampled. The sampled schools, apart from the public ones, included Special Needs Education schools and private ones. 

In the first pilot phase, the following areas were looked at: the appropriateness of the curriculum designs, the ability of teachers in the curriculum delivery process, and adequate time allocation for various learning areas among others.

Those who participated included learners in focus group discussions, teachers, head teachers, parents, opinion leaders such as religious and political leaders, Ministry of Education officials, the TSC officials, and other key informants in the industrial sectors.

It was mixed research, involving qualitative and quantitative data.

The Competency-Based Curriculum is the only curriculum in Kenya that was pilot-tested twice before being rolled out.

It is misleading to say that the curriculum was not piloted and that is why it has a problem.

The Kenya Institute of Curriculum Development is a centre of excellence charged with developing curricula and curriculum support materials that are research based and responsive to the needs of the society for all levels of basic, teacher training and tertiary education.

KICD in fulfilling its mandate, works in close collaboration with relevant education stakeholders, in ensuring the curriculum and support materials are developed to conform to the local and international standards for quality and relevant education.

The institute follows the set international curriculum development processes and procedures to ensure quality and relevance in achieving its mandate.

The nine stages are; needs assessment, policy formulation, development of curriculum designs, design or syllabuses approval, development of curriculum support materials, teacher preparedness, pre-testing, national implementation and monitoring and evaluation.

There is no stage in the CBC development and implementation that has not been followed.

That is why KICD maintains the highest recognition status in the region and beyond on matters of curriculum.

CBC pioneer grade parent

 

Edited by Kiilu Damaris

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