Kenya has been implementing a competence-based curriculum (CBC) since 2017, which is aimed at developing learners' competencies through a learner-centered approach. The CBC is intended to replace the previous system that focused on academic knowledge and scores.
The implementation of the CBC in Kenya has progressed in stages. In the first phase, which began in 2017, the new curriculum was rolled out in pre-primary one and two, and grades one, two, and three. In 2018, grades four, five, and six were added, and in 2019, grades seven, eight, and nine were included. The final phase, which is the implementation of the CBC in grades ten, eleven, and twelve, is set to begin in 2023.
One of the major achievements of the CBC implementation in Kenya has been the incorporation of competency-based assessment approaches, which assess the learners' ability to apply knowledge, skills, and attitudes acquired in real-life situations. The assessment approach has been designed to be continuous and comprehensive, enabling teachers to provide timely feedback to learners, parents, and guardians.
Another significant milestone is the development and distribution of textbooks and learning materials that are aligned with the CBC. The textbooks have been designed to foster inquiry-based learning and encourage learners to develop critical thinking and problem-solving skills.
Another of the critical transformations in schools has been the shift from a teacher-centered approach to a learner-centered approach. Teachers have had to change their teaching strategies to incorporate a more inquiry-based learning approach, which focuses on the learners' competencies rather than academic grades.
However, the implementation of the CBC in Kenya has faced various challenges. Some teachers have reported that they lack adequate training on the new curriculum and assessment approaches. Additionally, some schools lack the necessary infrastructure and resources to support the implementation of the CBC.
In conclusion, the implementation of the CBC in Kenya has made progress, with the integration of competency-based assessment approaches and the development of textbooks and learning materials. However, there is still a need to address the challenges faced in the implementation, such as providing adequate training for teachers and ensuring that schools have the necessary infrastructure and resources to support the CBC.
Compiled by: Josephine W. Muriithi