Pillars Of Competency-Based Curriculum (CBC) in Kenya

What are the core pillars of CBC?

In today’s dynamic job market, traditional education systems often fall short in equipping graduates with the essential skills needed to thrive.

The evolving landscape, driven by rapid technological advancements and globalization, has prompted progressive nations worldwide to rethink their approach to education.

The shift from content-based to competency-based curricula (CBC) is gaining momentum, aiming to better prepare learners for the challenges of the present and future.

The Genesis of CBC: Kenya’s Bold Leap

In 2017, Kenya embarked on a transformative journey by introducing the Competency-Based Curriculum (CBC).

This groundbreaking initiative marked the end of the longstanding 8-4-4 curriculum, which had been in operation since 1985.

The gradual phasing-out of the 8-4-4 system is underway, with the last cohort set to sit their KCSE national examination in 2027.

This monumental shift signifies a commitment to aligning education with the evolving needs of the 21st-century workforce.

CBC Essentials: Navigating the Transition

Transitioning from a content-based education system to CBC demands a paradigm shift, not only from students but also from educators.

Creating awareness and garnering support from stakeholders become pivotal in ensuring the successful implementation of CBC.

Investment in comprehensive awareness campaigns is imperative to foster understanding and collaboration among educators, parents, and policymakers.

Understanding the CBC Framework: Unveiling the Key Differences

3.1 Focus on Competencies, not Content

While both content-based and competency-based curricula share a common goal, their approaches differ significantly.

Content-based education emphasizes the coverage and mastery of predetermined syllabi content within defined timelines.

In contrast, CBC prioritizes the acquisition of competencies, including knowledge, skills, and behavior, fostering a more holistic and applicable learning experience.

3.2 Flexibility and Specialization

CBC introduces flexibility and opportunities for specialization at the basic levels of education. Unlike the rigid progression paths of content-based curricula, CBC adapts to the diverse needs of learners, allowing them to explore and specialize based on their interests and strengths.

3.3 Assessment Methods: Beyond Recollection

In content-based systems, summative assessments dominate, focusing on recollecting information within a short examination period.

CBC, however, employs both formative and summative assessments over extended periods.

This approach provides a more comprehensive evaluation of learners, considering their progress and performance throughout multiple years, rather than relying on a brief examination snapshot.

3.4 Emphasis on Application over Status

Content-based education often places emphasis on completing different schooling levels as a status factor, with a focus on theoretical knowledge.

CBC shifts the focus to what learners can do with their education, promoting the practical application of acquired competencies in real-world scenarios.

3.5 Teaching vs. Facilitation

In the traditional model, teaching is instructor-centric, with learners passively receiving information.

CBC adopts a facilitation outlook, encouraging active participation and exploration.

Through guided discussions and learning activities, learners are empowered to construct knowledge, fostering curiosity and productive imagination.

3.6 Differentiated Learning

Content-based systems typically deliver instruction to entire classes, leaving little room for differentiated learning.

CBC, however, recognizes and accommodates diverse learning needs, providing opportunities for personalized learning experiences tailored to individual strengths and interests.

The Competency-Based Curriculum represents a significant leap forward in education, especially in Kenya’s context.

By understanding its key pillars and embracing the shift from content-focused to competency-focused learning, stakeholders can contribute to the development of a more dynamic and responsive education system.

As the world continues to evolve, CBC stands as a beacon, guiding learners toward a future where their competencies are the driving force behind their success on the global stage.

CBC Policy Foundations: Building Tomorrow’s Leaders Today

The shift to CBC is not a random occurrence but a deliberate response to various policy frameworks that foresee a dynamic and holistic educational experience.

These include the visionary Kenya Vision 2030, the constitutional mandates, recommendations from the Taskforce on the realignment of the Basic Education Sector chaired by Professor Odhiambo, and the comprehensive Sessional Paper No. 2 of 2015. Additionally, the integration of 21st Century Skills, the Harmonized Curriculum for East Africa, Sustainable Development Goals, and the KICD Needs Assessment Report of 2010 have all played pivotal roles in shaping the CBC landscape.

National Goals of Education: Crafting a Purposeful Path

At the core of the CBC lies a commitment to eight National Goals of Education, each serving as a guiding light for the educational journey.

These goals transcend traditional academic pursuits and encompass:

fostering nationalism, patriotism, and national unity;
promoting social, economic, technological, and industrial needs;
nurturing individual development and self-fulfillment;
instilling sound moral and religious values;
promoting social equality and responsibility;
fostering respect for and development of Kenya’s rich cultures;
instilling international consciousness and positive attitudes towards other nations; and
encouraging positive attitudes towards good health and environmental protection.

Pillars of the CBC Framework: A Threefold Foundation

The CBC framework stands tall on three pillars that uphold its integrity and purpose:

Value-Based Education: Cultivating Character for Life

At the heart of CBC lies a commitment to value-based education.

It goes beyond the traditional academic focus and consciously incorporates the teaching of positive values into lesson delivery.

Love, responsibility, respect, unity, peace, patriotism, social justice, and integrity are not mere words but the building blocks of character that CBC seeks to instill in every learner.

Guiding Principles: Charting a Course for Success

CBC is not just a curriculum; it’s a philosophy.

The guiding principles of opportunity, excellence, diversity and inclusion, parental empowerment and engagement, community service learning, and a differentiated curriculum create a dynamic framework.

These principles lay the foundation for an inclusive and responsive education system that addresses the unique needs of each learner.

Theoretical Approaches: Informed by Pedagogical Wisdom

The CBC framework draws on a rich tapestry of theoretical approaches that guide its design and implementation.

From Instructional Design Theory to Visible Learning Theory,

Constructivism Theories to Vygotsky’s Socio-Cultural Theory,

Gardner’s Multiple Intelligence Theory to Piaget’s Cognitive Development Theory, and

Bruner’s Cognitive Development Theory to Dewey’s Social Constructivism Theory,

each thread contributes to the fabric of a comprehensive and effective educational experience.

Erickson’s Theory of Psycho-social Development weaves seamlessly into this narrative, addressing the holistic growth of learners.

Understanding CBC Terminology

Curriculum Design vs. Syllabus: Unveiling the Foundation

In the CBC, the traditional “Curriculum Design” is equivalent to the “Syllabus” in the 8-4-4 system.

This shift emphasizes a more dynamic and competency-driven approach to education.

Decoding Learning Areas and Activities

Learning Area vs. Subject: The CBC swaps “Learning Area” for “Subject,” maintaining the essence but introducing a more holistic perspective.

Activity vs. Lesson: Under the CBC, an “Activity” aligns with what was formerly known as a “Lesson,” showcasing a move towards active, participatory learning.

Strands, Sub-Strands, and Topics: A Structured Approach

Strand vs. Topic: The CBC introduces “Strand” as the equivalent of “Topic,” emphasizing a more interconnected and thematic approach to subjects.

Sub-Strand vs. Sub-topic: A finer division of subjects is seen through “Sub-Strand,” which corresponds to “Sub-topic” in the previous curriculum.

Cracking the Code of CBC Acronyms

BECF (Basic Education Curriculum Framework)

This serves as the guiding document for the CBC, outlining the essential components and principles.

EYE (Early Years of Education)

Encompassing lower primary classes from PP1 to Grade 3, EYE focuses on foundational learning.

SNE (Special Needs Education)

Identifies learning areas challenging for students, fostering inclusivity and tailored approaches.

PCI (Pertinent and Contemporary Issues)

Highlights the integration of real-world issues into the curriculum.

Unveiling Core Competencies

Kenya’s CBC prioritizes seven core competencies, shaping the foundation of basic education:

Critical Thinking and Problem Solving
Creativity and Imagination
Self-efficacy
Communication and Collaboration
Citizenship
Learning to Learn
Digital Literacy

To delve deeper into these competencies, refer to the comprehensive guide available here.

Organizing Basic Education: The 2-6-3-3-3 Education Cycle

The CBC introduces a structured education cycle, providing a clear roadmap for learners:

Early Years of Education (2 years): Encompasses Pre-Primary (PP1 and PP2) and Lower Primary (Grade 1-3).
Middle School (3 years): Comprises Upper Primary (Grade 4-6) and
Junior Secondary (Grade 7-9).
Senior School (3 years): Includes Senior Secondary (Grade 10-12).

Upon completing senior school, learners transition to tertiary education and training institutions, choosing between universities or Technical and Vocational Training (TVET) institutes.

Embracing the CBC Approach

The CBC encourages practical, enjoyable, and participatory teaching and learning methods.

It also emphasizes significant parental engagement, involving parents in both teaching and providing material support to enhance the overall educational experience.

The pillars of the CBC curriculum redefine the landscape of Kenyan education, fostering a more dynamic, competency-based approach.

By understanding the terminology, core competencies, and organization of basic education under the CBC, educators, parents, and learners can navigate this transformative educational journey more effectively.

CBC learning areas at each stage of the education cycle.

Foundation Years: Pre-Primary 1 and 2 (Eye Level)

Learning Areas:

Mathematical Activities
Language Activities
Environmental Activities
Psychomotor and Creative Activities
Religious and Moral Activities

At this stage, children, aged four and above, embark on their educational journey, laying the groundwork for future academic endeavors.

Formative Years: Lower Primary Grade 1-3 (Eye Level)

Learning Areas:

Literacy Activities
Indigenous Languages/Braille
Kiswahili Language Activities/Kenya Sign Language (KSL)
English Language Activities
Mathematical Activities
Religious Education and Life Skills Activities
Environmental Activities (Science, Social, and Agriculture)
Hygiene and Nutrition Activities
Movement and Creative Activities (PE, Music, Art, Craft)
Pastoral Program of Instruction

A comprehensive foundation is built, nurturing linguistic, mathematical, and social skills crucial for the learners’ growth.

Middle School Adventures: Upper Primary (Middle School Level)

Learning Areas:

English
Kiswahili/Kenya Sign Language
Home Science
Agriculture
Science and Technology
Mathematics
Moral and Life Skills Education
Creative Arts (Art, Craft, and Music)
Physical and Health Education
Social Studies (Citizenship, Geography, History)
Religious Education (CRE, IRE, HRE)
Optional Subjects: Foreign Languages (Arabic, French, German, Chinese)

This phase introduces diverse subjects, allowing students to explore their interests while building a strong academic foundation.

Navigating Complexity: Junior Secondary (Middle School Level)

At this level, learners encounter a more specialized curriculum, offering a broad array of core and optional subjects.

Core Subjects:

English
Kiswahili/Kenya Sign Language
Mathematics
Integrated Science
Health Education
Pre-Technical and Pre-Career Education
Social Studies
Business Studies
Agriculture
Life Skills Education
Sports and Physical Education
Religious Education (CRE, IRE, HRE)

Optional Subjects (Choose 1-2):

Visual Arts
Home Science
Performing Arts
Computer Science
Kenya Sign Language (KSL)
Indigenous Languages
Foreign Languages (German, French, Chinese, Arabic)

This stage encourages specialization and allows learners to tailor their education to their unique interests.

Senior School Exploration (Senior Secondary)

As learners progress to senior school, they must choose a pathway that aligns with their career aspirations.

Pathways:

Arts and Sports
- Performing Arts
- Visual Arts
- Sports
Social Sciences
- Languages and Literature
- Humanities and Business Studies
STEM (Science, Technical, Engineering, and Mathematics)
- Pure Sciences
- Applied Sciences
- Technical and Engineering
- Careers and Technology Studies

This stage marks a critical juncture where learners make decisions that shape their future career trajectories.

Inclusivity in Education: Managing Learners with Special Needs

The CBC recognizes the diversity of learners and provides special provisions for those with unique needs.

Types of Learners with Special Needs:

Can Follow Regular Curriculum:
- Visual Impairment
- Hearing Impairment
- Physical Handicap
- Mild Cerebral Palsy
- Learning Disabilities
- Emotional and Behavioral Difficulties
- Communication Disorders
- Gifted and Talented Learners
May Not Follow Regular Curriculum:
- Mental Handicap
- Deafness or Blindness
- Autism
- Cerebral Palsy
- Multiple Handicaps
- Profound Disabilities

Assessing Competencies: Assessments Under CBC

Assessment under CBC is a multifaceted process, aiming to provide holistic insights into a learner’s progress.

Assessment Approaches:

Assessment for Learning (Feedback)
Assessment as Learning (Independence and Goal Setting)
Assessment of Learning
Tracking Checklists
Rating Scale (Descriptive Words)
Questionnaires
Project Work/Methods
Journaling
Portfolio (Record of Best Work)

Continuous assessments run alongside major transitional assessments, ensuring a thorough understanding of learners’ capabilities.

Conclusion: Shaping Competent and Diverse Individuals

In embracing the CBC, Kenya has paved the way for an education system that fosters holistic development, accommodates diverse needs, and prepares learners for the challenges of the future.

The pillars of the CBC curriculum provide a robust foundation, ensuring that every learner receives an education tailored to their unique strengths and aspirations.

As the CBC continues to evolve, it stands as a testament to Kenya’s commitment to producing well-rounded, competent, and globally competitive individuals.