Education is an equaliser. That is one of the reasons learners put on school uniforms. The 8-4-4 system of education achieved that goal. CBC is an elitist system of education.
During a home science task, a naive CBC teacher asked learners to take a video of themselves washing dishes at home and send it to her. Some learners washed dishes at the sink using soap while others washed theirs on the grass.
When the teacher shared the video clips in class during her lesson, the children who washed dishes on the grass felt so stigmatised by their poverty. Such embarrassing experiences are all over schools as a result of the CBC.
The implementation of the Competency-Based Curriculum in Kenyan schools has been met with both anticipation and scepticism. Introduced as a successor to the 8-4-4 system after 38 years, CBC aims to foster holistic development by prioritising skills acquisition and practical learning over rote memorisation.
However, the manner in which CBC is being implemented has raised concerns about its effectiveness and the potential for outcomes worse than its predecessor. This article explores the challenges facing CBC implementation and offers insights into its long-term prospects in Kenyan education.
Firstly, it's essential to acknowledge the ambitious goals of CBC, which seeks to transform the educational landscape by nurturing critical thinking, creativity and problem-solving skills in learners.
Unlike the 8-4-4 system, which emphasised exam scores and academic achievement, CBC emphasises competency development through continuous assessment and learner-centred approaches. This shift represents a fundamental departure from traditional pedagogical practices and requires significant reorientation among teachers, students and stakeholders.
However, the challenges of implementing CBC have been manifold. One of the primary concerns is the lack of adequate preparation and training for teachers to effectively deliver CBC-aligned instruction.
Many educators feel ill-equipped to facilitate experiential learning, project-based assessments and competency-based evaluation methods, leading to inconsistencies in teaching quality and student outcomes.
Furthermore, the rollout of CBC has been marred by logistical challenges, including the availability of resources, infrastructure and learning materials. The shift towards competency-based education necessitates a reevaluation of classroom dynamics, resource allocation and teaching methodologies.
Yet, many schools continue to grapple with limited access to textbooks, technology and other essential resources, hindering the effective implementation of CBC.
Additionally, the assessment and evaluation framework under CBC has come under scrutiny for its perceived subjectivity and lack of standardisation. Unlike the standardised testing regime of the 8-4-4 system, CBC advocates a more holistic approach to assessment, emphasising continuous evaluation and feedback.
While this approach holds promise for capturing the diverse talents and abilities of students, concerns have been raised about the reliability and consistency of assessment practices across different schools and regions.
Moreover, the transition to CBC has exacerbated existing disparities in access to quality education, particularly in marginalised and rural communities. Limited infrastructure, inadequate teacher training and socioeconomic barriers continue to impede the effective implementation of CBC in underserved areas, widening the gap between urban and rural schools.
Despite these challenges, CBC also presents opportunities for innovation and improvement in Kenyan education. By prioritising competency development and practical skills, CBC has the potential to equip students with the tools they need to thrive in a rapidly changing world. Moreover, the emphasis on continuous assessment and personalised learning can foster a more inclusive and equitable educational environment, catering to the diverse needs and abilities of learners.
To ensure the success of CBC, concerted efforts are needed to address the underlying challenges and strengthen the implementation framework. This includes investing in teacher training and professional development, enhancing infrastructure and resource allocation, and fostering collaboration among stakeholders.
Additionally, ongoing monitoring and evaluation mechanisms are essential to track progress, identify areas for improvement, and ensure accountability in CBC implementation.
In conclusion, while the implementation of CBC in Kenyan schools presents significant challenges, it also holds promise for transforming the education system and preparing students for success in the 21st century.
By addressing the barriers to effective implementation and leveraging the opportunities for innovation and improvement, Kenya can harness the full potential of CBC to deliver quality education and empower future generations.
Teaches English and Literature in Gatundu North subcounty
