Demystifying Competency-Based Curriculum (CBC) – The Kenya

Experience

 Many graduates today lack the basic competencies required for the present-day labour
market. The shift in necessary competencies is accelerated by rapid technological
advancements and globalisation. To equip their young citizenry to flourish and compete
effectively globally, many progressive countries across the world have elected to
transform their basic education curriculum from content-based to competency-based.
Even though the concept is generally the same, specific curriculum provisions and
approaches to delivery differ from one country to another.
 Competency-Based-Curricula (CBC) work on the premise that to prepare adequately for
current and future labour markets and life, learners need appropriate exposure to relevant
real-life requirements. This calls for the inclusion of cross-cutting ideas, processes, and
practical skills in their curriculum from the early stages of education.
 In 2017, Kenya jumped on the bandwagon by launching the Competency-Based
curriculum to replace the content-based 8-4-4 curriculum which has been in operation
since 1985. The government also initiated the gradual phasing-out of the 8-4-4 curriculum
with the last class under the 8-4-4 curriculum expected to sit their KCSE national
examination in the year 2027.
 CBC is a fairly new concept to many people in Kenya, including educationists.
Reorientation from content-based education to CBC demands a complete paradigm shift.
For the system to succeed, investment in stakeholder awareness efforts is critical to
promote their appreciation of the new approach and secure much-needed buy-in and
support.

Difference between Competency-based and content-based education

 Understanding the difference between competency-based and content-based
curricula remains challenging for many. We have endeavoured to demonstrate some of the
differences by comparing aspects of the two systems as captured in the table below.

Content-based curriculum Competency-based curriculum

Its focus is on the coverage and mastery of Its focus is on the acquisition of
predetermined syllabi content within appropriate competencies (knowledge,
defined timelines. skills, and behaviour).

It is a flexible curriculum that offers

It is a prescriptive curriculum with limited
opportunities for practice and
progression paths at basic levels of
specialisation at basic levels of
education.
education.
Content-based curriculum Competency-based curriculum

It employs a summative assessment

It uses both formative and summative
approach in gauging learner progress and
assessments in gauging learner
determining their transition to higher
progress. Assessment is continuous and
school levels e.g. KCPE, KCSE, and even
is carried out over longer periods.
termly examinations. The examination
Focus is on what the learner is able to
period is extremely short, usually 3 days at
do. When determining transition to
the primary school level and about 3 weeks
higher school levels, the learner’s
for secondary school examinations.
performance over multiple years of
Transition examinations focus on
school is considered.
recollection of content.

The emphasis is on attending and The emphasis is on what learners can

completing the different levels of do with the education that they have
schooling. It is more of a status factor, received. It is more about productive
with a focus on theoretical know-how. application of acquired competencies.

It takes a facilitation outlook where

It takes a teaching outlook where learning
learners participate actively in the
is by direct instruction by the teacher.
learning process. Through guided
Learners are required to listen and master
discussions and learning activities,
what they are taught. There is limited
learners are assisted and encouraged to
exploration beyond what is prescribed in
explore and gain new insights on their
the syllabi.
own.

Uses an inquiry-based learning

approach where learners are inspired to
The teacher presents predetermined
construct knowledge by adopting
knowledge and facts on a particular
various research and education
subject.
strategies. Curiosity and productive
imagination is encouraged.

To cover the syllabus and wide content

within stipulated timelines, instruction is It offers the opportunity for
delivered generally to entire classes. differentiated learning to meet
Learners have to work to keep up with the individual learner needs. The ranking or
pace of the group. There is little room for comparison of learners is discouraged.
differentiated learning.

Design of Kenya’s CBC

The Vision of Kenya’s Competency-Based Curriculum is “Engaged, empowered and ethical
citizen”. Its mission is “Nurturing every learner’s potential”.
Policy documents that informed the change of curriculum from 8-4-4 to CBC include:
 Kenya Vision 2030
 The Kenya Constitution
 Taskforce report on the realignment of the Basic Education Sector (Chaired by Professor
Odhiambo)
 Sessional Paper No. 2 of 2015
 The 21st Century Skills
 Harmonised curriculum for East Africa
 Sustainable Development Goals
 KICD Needs Assessment Report 2010.
The Kenya Basic Education Curriculum Framework is anchored on eight National Goals of
Education and supported by three (3) major pillars highlighted hereunder.
National Goals of Education
 This refers to the general tenets and statements that spell out the national aspirations to be
realised through education and from which specific objectives are drawn and executed.
 The Kenya national goals of education are:
 Foster nationalism, patriotism, and promote national unity
 Promote social, economic, technological, and industrial needs for national development
 Promote individual development and self-fulfilment
 Promote sound moral and religious values
 Promote social equality and responsibility
 Promote respect for and development of Kenya’s rich and varied cultures
 Promote international consciousness and foster positive attitudes towards other nations
 Promote positive attitudes towards good health and environmental protection.

Kenya Basic Education Curriculum Framework Pillars

The three important pillars that support Kenya’s Basic Education Curriculum Framework are:
A value-based education where the teaching of positive values is consciously incorporated into
the lesson delivery. Values are standards that guide individuals on how to behave or respond in
different circumstances. The values promoted under CBC are love, responsibility, respect, unity,
peace, patriotism, social justice, and integrity.
The Guiding Principles of opportunity, excellence, diversity and inclusion, parental
empowerment and engagement, community service learning, differentiated curriculum and
learning.
Theoretical approaches that were relied upon to provide guidance and which underpin the CBC
curriculum framework are highlighted below:
 Instructional Design Theory
 Visible Learning Theory
 Constructivism theories
  Vygotsky’s Socio-Cultural Theory
 Gardner’s Multiple Intelligence Theory
 Piaget’s Cognitive Development Theory
 Bruner’s Cognitive Development Theory
 Dewey’s Social Constructivism Theory
 Erickson’s Theory of Psycho-social Development
Common Terminology Applied in the Kenya CBC
Some vocabulary that is employed in the CBC is still confusing for many. In the table below,
we seek to alleviate the disorientation by highlighting some of the keywords and providing the
corresponding terms under the 8-4-4 curriculum.

Competency-Based Curriculum 8-4-4 Curriculum

Curriculum Design Syllabus

Learning Area Subject

Activity Lesson

Learning activities Learning experiences

Strand Topic

Sub-Strand Sub-topic

CBC also commonly uses the following acronyms.

Acronym Description

BECF Basic Education Curriculum Framework

Early Years of Education (it consists of lower primary classes from

EYE
PP1 to Grade 3)

Special Needs Education (it refers to any learning area that is

SNE
challenging for a learner)

PCI Pertinent and Contemporary Issues

PP (1 or 2) Pre-Primary

Core Competencies for Basic Education in Kenya

Seven core competencies have been identified as essential, to be achieved by every learner in
basic education. These are:
Critical thinking and problem-solving
Creativity and imagination
Self-efficacy
Communication and Collaboration
Citizenship
Learning to learn
Digital literacy

7 Core Competencies of Kenya Competency-Based Curriculum

Documents
By experiencing the learning activities under the Kenya Competency Based Curriculum (CBC),
there are seven core competencies to be acquired by every learner in basic education. These are:
· Communication and Collaboration
· Critical Thinking and Problem Solving
· Creativity and Imagination
· Citizenship
· Digital Literacy
· Learning to Learn
· Self-efficacy.
Below is an overview of the seven (7) core competencies.
1. Communication and Collaboration
 Communication is conveying intended information from one person to another using a
mutually understood language. It is the exchange of thoughts, messages, opinions and
information, by speech, signals, writing, or behaviour.
 Collaboration is a purposeful relationship in which all parties choose to cooperate in order
to achieve a common objective. An important aspect of the Competency-Based
Curriculum is that learners will be involved in various learning activities. Most of these
activities will require to be done in pairs, in small groups or whole class. For the learners
to achieve the intended learning outcomes, they will require to talk to each other using
effective and polite language. Besides the use of effective and appropriate language, the
learners will be required to cooperate and work together to achieve the learning outcomes.
 Communication and Collaboration is a competence that the learners will acquire to help
them in school, at home and in their daily lives.
2. Critical thinking and problem-solving
 Critical thinking is one of the key learning outcomes that is envisaged in the provision of
quality education. There are three types of critical thinking. These are reasoning, making
judgements and problem-solving. When learners acquire the competence of critical
thinking, they can use logic and evidence to arrive at conclusions as opposed to being
subjective. This competence also enables the learners to explore new ways of doing
things. The learners will appreciate the fact that there are various perspectives on
addressing an issue. Critical thinking is very important, and it is applicable throughout
our lives.
 Critical thinking and problem-solving helps to create an open mind and readiness to
listen. The learners will also appreciate information and opinions that may sometimes
conflict with their earlier-held beliefs and positions. The competence is useful for
learners of all ages and in all subjects and disciplines across the basic education
curriculum.
3. Creativity and Imagination
Creativity and Imagination is the ability to form new images and sensations in the mind and to
turn them into reality. In creativity and Imagination, learners imagine things that are not real
and form pictures in the mind. The imagined things are those that have neither been seen nor
experienced, but the learners will turn those pictures into real things. Creativity and imagination
may also refer to the power of forming mental images of things not wholly perceived in reality
and creating physical representations of those images. Imagination happens and remains in the
mind. Creativity takes imagination to the next level whereby something new and valuable is
formed.
In the Competence Based Curriculum, learners and their teachers will imaginatively and
creatively form images and ideas in their minds. They will then convert these ideas and images
into real and visible creations. Imaginative and creative learners will always make life
interesting for themselves and others around them because they are able to create new ideas
which add value to their lives and to those of others around them. This ability is present in most
learners but in most cases, it is hidden. The ability is developed when the teachers encourage
learners to think as individuals.
The teacher will achieve this by exposing the learners to challenging situations that help to
expand their thinking and creativity skills. The curriculum is fairly flexible and it creates room
for innovative ways of teaching the learners The key objective is to provide learners with a
conducive opportunity to explore their full potential in imagination and creativity and to apply it
in school, at home and in their day to day lives.
4. Citizenship
Human nature will always form communities based on a common or shared identity. The
common identity naturally develops in response to a certain human need. The needs could be
economic, social, political or religious. A group of people with these common needs and shared
identity will naturally grow bigger and stronger to form a community. Such a community will
develop a set of shared values and build a governance framework to support their beliefs. The
individuals in those communities identify themselves as citizens.
Citizenship is the state of being vested with the rights, privileges, and duties of a member of a
certain community. Citizens have a sense of belonging to one’s nation. When learners acquire a
sense of citizenship, they are able to deal with situations of conflict and controversy in a
knowledgeable and objective manner. They will understand the consequences of their choices
and actions.
Citizenship inculcates respect for oneself and for other people. Additionally, it develops a
unique approach to members of the community that is anchored on equity and justice.
5. Digital Literacy
In the Competency Based Curriculum, Digital Literacy is the ability to use digital devices to
explore information and content stored in digital devices. Such digital devices include tablets,
desktop computers, laptops and phones among others. Digital Literacy, therefore, focuses
mainly on the ability to search, evaluate and use information channelled through digital
platforms.
In education, learners are presumed to be digitally literate if they are able to safely and securely
use technology to access and explore information while being able to assess the nature of the
information to enhance learning. Digital literacy as a competence, therefore, encompasses the
knowledge, skills and appropriate application of a variety of hardware platforms such as
computer, cell phones, mobile devices and their software. Digital Literacy should not be limited
to web search or internet application software. We live in a very dynamic technological world.
As such, this form of literacy is ever-changeably innovated. The teacher and the learners should
be prepared and equipped to match and cope with the demands of this ever-changing industry.
Digital Literacy, therefore, challenges traditional thinking and practices. It leads to innovation,
creativity and transformational learning by the learners and the teacher. In order to face the
ever-changing world of technology, teachers and learners are required to acquire, develop and
keep updating their digital literacy competence.
6. Learning to Learn
In our daily lives, learning commences the day we are born, and it continues throughout our
lifetime. Learning, therefore, helps us to use our experience to deal with new situations. It also
helps us to develop relationships in the community. Learning is an intertwined phenomenon
which involves our body, mind and soul. For us to be able to learn, we should first have the will
to learn. We learn something new every day and this helps us change our lives. Learning
should positively impact the learner and society as a whole.
Learning to learn is a wide concept in education. It is the pursuit of and persistence in learning,
organising our own learning by managing our time and information. This is achieved when the
learner works individually or as part of a group. Learning to Learn therefore requires awareness
of one’s learning process and needs. It requires the learner to identify learning opportunities and
develop the ability to overcome obstacles in order to learn successfully. Once the learners
acquire this competence, they will be able to build on prior learning and life experiences. There
are four pillars of learning i.e.
· Learning to know: This is the most basic form of learning. Learners will acquire
academic knowledge but with little or no application.
· Learning to do: Learners will acquire knowledge and do certain activities using that
knowledge e.g. in sports.
· Learning to be: This combines the first two pillars and helps the learner to be what they
want to be in life. The learner is able to act with growing independence, discernment and
personal responsibility.
· Learning to live together: This is the epitome of learning. The learner will acquire and
apply the first three pillars of learning and co-exist with others in society.
7. Self-efficacy
Self-efficacy refers to one’s belief about their ability to perform certain tasks or assignments. It
determines how a person perceives and thinks about a certain task. Self-efficacy has the
potential to determine success in accomplishing tasks and assignments.
When a learner has a strong sense of self-efficacy, they are able to accomplish personal tasks in
many ways. A learner with a strong sense of self-efficacy is confident when approaching
difficult tasks. He or she perceives difficult tasks as challenges to be overcome as opposed to
threats that should be avoided. Self-efficacy stimulates deep interest in new learning activities.
Such a learner will set himself or herself stretch goals while at the same time working towards
achieving them.
In education, self-efficacy develops live application skills like self-esteem and confidence. Self-
esteem and confidence enable the learner to apply and maintain spirited efforts when faced with
failure to convert such situations into successes. A learner with a strong sense of self-efficacy
develops interest and courage to pursue personal, family and community goals that would lead
to personal accomplishment. The learner will take cognisance of the available resources and
take personal responsibility for their use, care and protection.
A learner with strong self-efficacy will demonstrate self-assertiveness, empathy, effective
communication, negotiation skills, non-violent conflict resolution skills and peer pressure
resistance skills.
In competency-based education, the learner will need to develop this competence to help him or
her to face some seemingly difficult activities with confidence. When the pre-primary learner is
asked to draw and colour, he or she should be able to approach such tasks with courage and
confidence. The teacher should be able to inculcate the competence of “Yes we can”. It will help
the learner to face even more challenging situations at school, home and in their future lives.
ORGANISATION OF KENYA BASIC EDUCATION UNDER THE CBC
Kenya’s CBC comprises a 2-6-3-3-3 education cycle. The table below shows the different levels
of education, the composition of schools therein, and the number of years of learning per level.

Level of Education School Composition No. School Years

Early Years of Education Pre-Primary: PP1 and PP2 2

Lower Primary: Grade 1-3 3

Middle School Upper Primary: Grade 4-6 3

Junior School: Grade 7-9 3

Senior School Senior School: Grade 10-12 3

After completing senior school, learners transition to tertiary education and training institutions
i.e., University or Technical and Vocational Training (TVET) institutes.
CBC promotes practical, fun, and participatory teaching/learning methods and demands
considerable parental engagement and involvement, including teaching and material support.

Learning Areas in the CBC Education Cycle

Following recommendations by the Presidential Working Party on Education Reforms 2023
which have since been adopted, the learning areas at different levels of CBC education are as
listed below. Note that each level has one (1) extra lesson dedicated to Pastoral and Religious
Instruction.
PRE-PRIMARY 1 AND 2 (EYE LEVEL)
Learning areas at this level are five (5) namely:
 Mathematical Activities
 Language Activities
 Environmental Activities
 Creative Activities
 Religious Activities.
The minimum age for entry into PP1 is 4 years.

LOWER PRIMARY GRADE 1-3 (EYE LEVEL)

Learning areas at this level are seven (7), namely:
 Indigenous Languages Activities
  Kiswahili Language Activities/Kenya Sign Language (KSL)
 English Language Activities
 Mathematical Activities
 Religious Education Activities
 Environmental Activities (Includes Hygiene and Nutrition)
 Creative Activities.

UPPER PRIMARY (MIDDLE SCHOOL LEVEL)

Learning areas at this level are eight (8), namely:
 English
 Kiswahili Language/Kenya Sign Language
 Mathematics
 Religious Education
 Science and Technology
 Agriculture and Nutrition
 Social Studies
 Creative Arts

JUNIOR SCHOOL (MIDDLE SCHOOL LEVEL)

Here learners are required to take the nine (9) core subjects below. They are no longer required
to take optional.
 English
 Kiswahili Language/Kenya Sign Language
 Mathematics
 Religious Education
 Social Studies (includes Life Skills education)
 Integrated Science (includes Health education)
 Pre-Technical Studies (includes Computer Studies and Business Studies)
 Agriculture and Nutrition
 Creative Arts and Sports.

THE SENIOR SCHOOL

Specialization is initiated at senior school, where learners are required to choose one of three
pathways namely:
Arts and Sports Science
 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.
PATHWAYS AND SUBJECTS IN SENIOR SCHOOL – KENYA COMPETENCY-BASED
CURRICULUM

Note:
 All learners must take the two core subjects (Community Service Learning, and Physical
Education) irrespective of their desired pathways. The three main pathways are (i) Arts
and Sports Science (ii) Social Sciences, and (iii) Science, Technology, Engineering, and
Mathematics (STEM). Life skills will be adapted to suit the specific issues in each
learning area.

Pathways Department Instructions Core (Mandatory) Subjects Electives

Performing
. Community Service Learning
Arts
Arts and . Core (4) . Physical Education
. Music
Sports The Arts . Electives . Legal and Ethical Issues in
. Dance
Science (1) Arts
. Theatre and
. Communication Skills
Elocution.

Visual and
Applied Arts
. Fine Art
. Applied Art
. Time-Based
Media
. Crafts.
Pathways Department Instructions Core (Mandatory) Subjects Electives

. Ball Games
. Athletics
. Indoor Games
. Gymnastics
. Community Service Learning
. Water Sports
. Core (4) . Physical Education
Sports . Boxing
. Electives . Human Physiology, Anatomy,
Science . Martial Arts
(1-2) and Nutrition
. Outdoor
. Sports Ethics
Pursuits
. Advanced
Physical
Education.

. History and
Citizenship
. Geography
. Christian
Religious
Education
. Core (2) . Islamic
Social . Community Service Learning
Humanities . Electives Religious
Sciences . Physical Education
(3-5) Education
. Hindu
Religious
Education
. Business
Studies
. Mathematics.

Languages . Core (2) . Community Service Learning . English

. Elective . Physical Education Language
(1) . Literature in
English
. Lugha ya
Kiswahili
. Fasihi ya
Kiswahili
. Kenyan Sign
Language
. Indigenous
Languages
. Arabic
. French
Pathways Department Instructions Core (Mandatory) Subjects Electives

. German
. Chinese.

·. Core (2)
Business . Community Service Learning . Business
. Electives
Studies . Physical Education studies.
(1)

Science,
. Mathematics
Technology, . Core (3) . Community Service Learning
Pure . Physics
Engineering, . Electives . Physical Education
Sciences . Chemistry
and (3) . ICT
. Biology.
Mathematics

. Agriculture
. Computer
. Core (3) . Community Service Learning Science
Applied
. Electives . Physical Education . Foods and
Sciences
(1) . ICT Nutrition
. Home
Management.

Technical . Core (6) . Community Service Learning . Agricultural

and . Electives . Physical Education Technology
Engineering (1) . ICT . Geosciences
. Mathematics Technology
. Physics/Physical Sciences . Marine and
. Chemistry/Biology/Biological Fisheries
Sciences Technology
. Aviation
Technology
. Wood
Technology
. Electrical
Technology
. Metal
Technology
. Power
Mechanics
. Clothing
Technology
. Construction
Technology
. Media
Pathways Department Instructions Core (Mandatory) Subjects Electives

Technology
. Electronics
Technology
.
Manufacturing
Technology
. Mechatronics

Career and . Core (3) . Community Service Learning . Fashion and

Technology . Electives . Physical Education Interior Design
Studies (1) . ICT . Leather Work
. Mathematics . Culinary Arts
. Physics/Physical Sciences . Hair Dressing
. Chemistry/Biology/Biological and Beauty
Sciences Therapy
. Plumbing and
Ceramics
. Welding and
Fabrication
. Tourism and
Travel
. Air
Conditioning
and
Refrigeration
. Animal
Keeping
. Exterior
Design and
Landscaping
. Building
Construction
. Garment and
Dressmaking
. Photography
. Graphic
Designing and
Animation
. Food and
Beverage
. Motor Vehicle
Mechanics
. Carpentry and
Pathways Department Instructions Core (Mandatory) Subjects Electives

Joinery
. Fire Fighting
. Metalwork
. Electricity
. Land
Surveying
. Science
Laboratory
Technology
. Electronics
. Printing
Technology
. Crop
Production.

Note:
 ICT is considered a learning tool in all learning areas. Additionally, Pertinent and
Contemporary Issues (PCIs) are mainstreamed in all learning areas.
 Under CBC, teachers are required to identify areas of strength/challenge for the learner
and make appropriate recommendations regarding possible development paths. Children
who may find academics challenging can be relocated to vocational institutions which are
available in the different Sub-Counties.

MANAGING LEARNERS WITH SPECIAL NEEDS

The system has special provisions for two types of learners with special needs. They include:
Learners who can follow the regular curriculum. For these earners, special adaptation is
necessary to enable them to access the regular curriculum. They include learners with:
visual impairment
hearing impairment
physical handicap
mild cerebral palsy
learning disabilities
emotional and behavioral difficulties
communication disorders, and
gifted and talented learners.
Learners who may not follow the regular curriculum. These include learners with:
mental handicap
deaf, blindness
autism
cerebral palsy
multiple handicaps
profound disabilities.
ASSESSMENTS UNDER CBC
Under CBC various assessments are carried out to:
Inform teaching and learning decisions
Establish the levels of learning competence
Ascertain progress against learning outcomes
Encourage learners to make judgments about their performance
Enhance learner motivation
Identify gaps, potential interventions, and referral requirements.
Different approaches are taken in the assessment of learning. They include:
Assessment for learning (feedback)
Assessment as learning (help learner to be independent, set and pursue goals
Assessment of learning
Tracking checklists
Rating Scale (using descriptive words e.g., what, why, when, etc)
Questionnaires
Project Work /Methods
Journalling
Portfolio (proper maintenance and record of best work for future reference).
Apart from the continuous assessments which run throughout the learning period, major
transitional assessments are carried out at the end of the different levels of the education cycle.
They include formative and national assessments. Assessment rubrics are available.