Competency-Based Curriculum in Kenya: Progress, Challenges, and Alternatives.

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1. Introduction: Understanding the Kenya Competency-Based Curriculum (CBC)

In a move to modernize its education system and equip learners with skills relevant for the 21st century, Kenya introduced the Competency-Based Curriculum (CBC) in 2017. This new framework replaced the long-standing 8-4-4 system, signaling a significant shift in educational philosophy. 

The core of the CBC lies in its emphasis on the demonstration of competencies and practical skills rather than rote memorization of academic content. The structure of education under the CBC has also been altered to a 2-6-3-3-3 system, encompassing two years of pre-primary education, six years of primary education, three years of junior secondary education, three years of senior secondary education, and a minimum of three years for university education.

The primary objectives of the CBC are to:

• Provide students with the necessary knowledge, skills, moral standards, and perceptions to thrive in the 21st century.

• Cultivate key competencies such as communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and the ability to learn continuously.

• Nurture individual talents and ensure the inclusion of learners with diverse abilities.

This transition to the CBC represents a fundamental change from the previous 8-4-4 system, which primarily focused on academic performance and the ability to recall information for national examinations. Critics had argued that the 8-4-4 system produced graduates who lacked practical skills and that its emphasis on abstract thinking did not adequately prepare students for the demands of the modern world. 

A key structural change in the CBC is the shifting of the high-stakes national examination that determines a student's academic pathway from the end of Grade 8 (KCPE) to the end of Grade 9. This alteration underscores the curriculum's intent to provide a more holistic and competency-driven educational experience. 

The introduction of CBC signifies a notable departure in Kenya's educational approach, moving from a system largely defined by academic achievement in examinations to one that prioritizes the development of practical skills and competencies deemed essential for future success.

2. Current Status of the CBC Curriculum in Kenya

The implementation of the CBC in Kenya has reached a significant stage. Having commenced with Grade 1 students in 2017, the first cohort has progressed through the primary levels and, as of early 2025, has transitioned to Grade 9, marking their entry into junior secondary education. This cohort is scheduled to undertake their first critical national examination under the new curriculum at the end of Grade 9 in 2025. 

Looking ahead, these learners are expected to move to Grade 10 in 2026, at which point senior secondary schools will offer specialized learning pathways in Social Sciences, STEM (Science, Technology, Engineering, and Mathematics), and Arts and Sports. 

The phasing out of the 8-4-4 system is underway, with the final Kenya Certificate of Secondary Education (KCSE) examinations under that curriculum anticipated in 2027, signifying the complete adoption of the CBC framework.

Several key milestones and structural changes have been introduced with the CBC:

• National examination is now at the end of Grade 9.

• Performance in Grade 9 mathematics and science determines placement into the STEM track.

• Continuous assessment by teachers contributes at least 40% to a student's overall grade.

• Fundamental aim is to shift focus from memorization to practical demonstration of seven core competencies.

The Kenyan government has provided updates on the progress of the CBC implementation. It confirmed the commencement of the academic calendar for the transition to Junior Secondary School in January 2025, with the first CBC cohort entering Grade 9. 

To support this transition, the government has reported the construction of 14,500 classrooms out of a targeted 16,000. Efforts to address teacher shortages include the employment of 56,000 permanent teachers and 20,000 interns. Additionally, the government has facilitated the timely disbursement of Sh48 billion in capitation grants for primary and junior secondary schools for the first term of 2025 to ensure uninterrupted learning. To further support learning, 9,926,618 textbooks for Grade 9 learners have been procured and distributed to schools. 

The progress of the CBC indicates a significant undertaking that is moving forward according to the established timeline, with governmental support in terms of infrastructure, staffing, and resources being actively reported.

3. Weaknesses and Challenges Facing the CBC Curriculum

Despite the advancements in the implementation of the CBC, several weaknesses and challenges persist:

• Inadequate Funding and Resources: Lack of sufficient financial support and resources to fully support the new curriculum has led to disparities in infrastructure and learning materials between schools. Some believe the government's implementation was rushed.

• Teacher Preparedness: Inadequate training and preparedness of teachers for the CBC has been a persistent problem. There are shortages of teachers specifically trained for junior secondary level. Moreover, universities may not be fully prepared to equip future educators for the CBC. Additionally, continuous professional development is crucial to the success of the curriculum.

• Parental Understanding and Engagement: There is limited understanding of how the curriculum functions among many parents. Some parents feel they were not adequately consulted. Additionally, there is an increased burden on parents to assist with homework and supplement learning at home.

• Potential for Increased Inequality: Parents with financial means are increasingly opting for private co-curricular activities. There are also concerns about a grading system potentially disadvantaging students from lower socioeconomic backgrounds.

• Rising Cost of Education: Higher expenses for uniforms, learning materials, and textbooks are expected with the CBC. Frequent changes in textbook editions are also making hand-me-downs obsolete.

• Doubts about Value and Direction: Some teachers believe the previous 8-4-4 system was more effective. There are also concerns that CBC might echo a colonial-era approach focused on vocational training. Additionally, there are fears of an erosion of knowledge-based education.

• Inflexible Curriculum Structures and Administrative Burden: Inflexible curriculum structures and the extensive administrative burden of record-keeping placed on teachers have been cited.

4. Kenyan Government Efforts and Reforms to Support the CBC Transition

The Kenyan government has undertaken various efforts and implemented reforms to facilitate the transition to the Competency-Based Curriculum. These include:

• Infrastructure Development: Construction of 14,500 classrooms out of a targeted 16,000 by January 2025 has been done. Disbursement of Sh11 billion to schools and an additional Sh6.8 billion through the National Government-Constituency Development Fund is already underway. Also, there are plans for an additional 7,290 classrooms.

• Addressing Teacher Shortages: Employment of 56,000 permanent and pensionable teachers, along with 20,000 interns has happened. Moreover, there has been a replacement of 8,707 teachers and plans to recruit another 6,000.

• Financial Support: There was timely disbursement of Sh48 billion in capitation grants to primary and junior secondary schools for the first term of 2025.

• Textbook Procurement and Distribution: Procurement and distribution of 9,926,618 textbooks for Grade 9 learners happened. The Kenya Institute of Curriculum Development (KICD) has also been directed to ensure adequate availability of textbooks and instructional materials.

• Curriculum Reforms and Adjustments: There has been a reduction in the number of learning areas for CBC learners starting January 2024. Also, KICD is designing a market-oriented curriculum for senior secondary school.

• Teacher Training and Support: Multi-sectorial strategy for in-service training by the Teachers Service Commission (TSC) and the Ministry of Education (MOE) is encouraged. Training programs for new TSC leaders focusing on CBC implementation, assessment, mental health, and psychosocial support have to be developed.

• Inclusivity Measures: Efforts to integrate orbit readers and gradually phase out braille machines for students with visual impairments are underway.

• Support for 8-4-4 Transition: There will be the introduction of a mid-year Kenya Certificate of Secondary Education (KCSE) exam series commencing in July 2025.

5. Exploring Alternative Education Curriculums in Kenya

While the CBC is the national curriculum, parents and educators may consider various alternative educational approaches. These include:

• International Curricula (e.g., British National Curriculum): This curriculum is offered in some schools, globally recognized, and structured around Key Stages. It emphasizes both breadth and depth of subjects, fostering critical thinking and creativity. The IGCSE qualification is prominent for students aged 14-16. Advantages of IGCSE include global recognition and development of critical thinking. However, it often involves higher fees.

• Homeschooling: In homeschooling, parents take direct responsibility for their children's education, using various curricula like IGCSE and other international programs. It's driven by the desire for personalized learning and other factors. Online platforms like CambriLearn provide resources.

• Montessori Education: This is a child-centered approach emphasizing hands-on learning, independence, and self-motivation. It focuses on holistic development and offers benefits like critical thinking and social skills development.

5.1 Case Study: Alternative Curriculums in Kiambu Road/Runda/Ridgeways Area

For parents in the Kiambu Road, Runda, and Ridgeways areas seeking alternatives to the national CBC curriculum, several schools offer international curricula. One notable example is Kigwa Ridge School. Kigwa Ridge School offers a unique blend of educational approaches:

• Early Years Foundation Stage (EYFS): It incorporates the EYFS framework from the British National Curriculum, emphasizing play-based learning and exploration for young children.

• Montessori Method: The school embraces a holistic educational philosophy inspired by Montessori principles, promoting self-directed learning, independence, and a strong foundation in fundamental skills.

• IGCSE Curriculum: Kigwa Ridge School follows an adapted version of the British National Curriculum, leading to the International General Certificate of Secondary Education (IGCSE) qualification. This provides a globally recognized academic pathway.

• Holistic Development: The school is committed to nurturing academic excellence alongside emotional intelligence, creativity, and physical well-being . They offer diverse extracurricular activities, including sports, arts, and STEM .

• Individualized Attention: Kigwa Ridge School focuses on understanding the unique needs of each learner and providing personalized support through small class sizes .

• Global Outlook: The school fosters a diverse and inclusive environment, promoting global awareness among its students .

You can find more information on the official website. By integrating these different educational philosophies and curricula, Kigwa Ridge School provides a comprehensive and well-rounded alternative for parents in the Kiambu Road/Runda/Ridgeways area looking beyond the national CBC system.

6. Frequently Asked Questions (FAQs) for Parents about Education in Kenya

• What are the key features of the Competency-Based Curriculum (CBC) in Kenya? The CBC emphasizes practical skills and competencies, incorporates continuous assessment, and shifts the high-stakes national exam to Grade 9. It aims to develop skills like critical thinking, problem-solving, and digital literacy.

• How does the International General Certificate of Secondary Education (IGCSE) curriculum differ from the CBC? The IGCSE, offered by examination boards like Cambridge International Education and Edexcel, is an internationally recognized curriculum based on the British system, known for its rigorous academic standards and global recognition. While CBC focuses on competencies relevant to the Kenyan context, IGCSE offers a broader, more content-focused approach that prepares students for international universities.

• What are the benefits of choosing the IGCSE curriculum for my child? The IGCSE curriculum is globally recognized by universities and employers, providing a strong foundation for higher education worldwide . It encourages critical thinking, problem-solving, and in-depth subject knowledge. It also offers a wide range of subjects and can cater to different learning abilities through its core and extended levels.

• What are the pathways in Senior Secondary School under the CBC? The CBC offers three pathways: STEM (Science, Technology, Engineering, and Mathematics), Social Sciences, and Arts and Sports. Placement is largely determined by the student's performance in the Grade 9 national examination.

• How is learning assessed in the IGCSE curriculum? Assessment in IGCSE is primarily through examinations at the end of the course, although some subjects may include coursework. This provides a standardized measure of academic achievement.

• What support is available for students struggling with the CBC? Teachers are expected to provide individualized support based on continuous assessment. Schools may also have additional resources for students needing extra help. Open communication with teachers is essential.

• Is the IGCSE curriculum more expensive than the CBC? Generally, schools offering the IGCSE curriculum tend to have higher fees compared to those following the national CBC. There might also be additional costs associated with examinations and resources.

• How does Montessori education compare to the CBC? Montessori education is a child-centered approach focusing on hands-on learning and independence, catering to individual learning paces. While CBC aims for competency development within a national framework, Montessori emphasizes holistic development and self-directed learning. You can learn more from organizations like the Association Montessori Internationale (AMI) or Kigwa Ridge School.

• What are some factors to consider when choosing between CBC and an alternative curriculum like IGCSE? Consider your child's learning style, your family's educational goals, future aspirations (especially regarding international education), and financial capacity. The level of global recognition and the teaching methodologies also differ between the curricula.

• Where can I find schools in the Kiambu Road/Runda/Ridgeways area that offer alternatives to the CBC? Schools like Kigwa Ridge School offer a blend of international curricula, including IGCSE, providing an alternative for parents in these areas. Researching individual school websites and contacting them directly can provide more information on their specific offerings.

7. Conclusion and Way Forward

The Competency-Based Curriculum in Kenya represents a significant effort to modernize education and equip learners with essential 21st-century skills. While the government continues to address the challenges of its implementation, alternative curricula like the British National Curriculum (including IGCSE) and Montessori education offer competitive options for parents seeking different educational philosophies or globally recognized qualifications. 

Schools in areas like Kiambu Road, Runda, and Ridgeways, such as Kigwa Ridge School, demonstrate the availability of these alternatives, catering to diverse educational needs. Moving forward, a balanced educational landscape in Kenya should acknowledge and support both the national CBC and these alternative curricula, ensuring that parents have the choice to select the system that best aligns with their children's individual needs and future aspirations. 

Continued dialogue, resource allocation, and a focus on quality across all educational pathways will be crucial for the overall advancement of education in Kenya.