Trace the development of the Competency-Based Curriculum (CBC) in Kenya under the following

headings

1. Factors that influenced its introduction:

The introduction of the Competency-Based Curriculum (CBC) in Kenya was influenced by several factors,
including:

1. Concerns with the 8-4-4 System:

Focus on exams: The 8-4-4 system prioritized rote learning and exam performance, neglecting critical
thinking, creativity, and practical skills.

Limited relevance:Curricula was deemed outdated and not relevant to the current needs of the job
market and society.

Unequal opportunities:The system was criticized for perpetuating inequalities, with rural and
disadvantaged students facing significant challenges.

Lack of skills development:The emphasis on academic subjects neglected vocational skills, hindering
students' ability to succeed in practical trade and technical fields.

2. National and International Education Trends:

Global Shifts in Education:International movements like the "Education for All" initiative and the
emphasis on Sustainable Development Goals (SDGs) influenced Kenya's educational vision.

Demand for 21st-century skills: The rise of technology and globalization created a need for skills like
problem-solving, critical thinking, creativity, collaboration, and communication.

Emphasis on Competency-Based Education:Many countries embraced competency-based education,

where acquiring skills and applying knowledge are prioritized over memorization.

3. Government Initiatives:

Vision 2030:Kenya's national development blueprint emphasized human resource development,

including a modern education system capable of producing skilled and competent citizens.

Education Sector Reforms:The Ministry of Education embarked on various reforms to improve the
quality and relevance of education.

Focus on Early Childhood Education Government initiatives aimed to enhance early childhood
education, recognizing its vital role in shaping lifelong learning and development.
4. Stakeholder Involvement:

Teacher Training:The CBC curriculum required extensive teacher training to equip them with the
necessary skills and knowledge to implement the new system effectively.

Community Engagement: Parents, community leaders, and stakeholders were involved in the
development process, ensuring the curriculum aligned with local needs and values.

5. Technological Advancements:

Access to technology: The growing availability of technology in schools provided opportunities for
students to engage in interactive learning, access information, and develop digital skills.

Digital learning resources: The use of online platforms and digital resources facilitated blended learning
and personalized learning experiences for students.

2. Key characteristics/features of the Kenyan Basic Education Curriculum Framework (BECF):

The Kenyan Basic Education Curriculum Framework (BECF) is the framework that underpins the
Competency-Based Curriculum (CBC) in Kenya. Some of the key characteristics and features of the BECF
include:

a. Holistic approach: The BECF adopts a holistic approach to education, emphasizing the development of
the whole child, including cognitive, affective, and psychomotor skills. This means that the curriculum is
designed to promote the overall development of the child, not just their academic abilities.

b. Competency-based: The BECF is based on the concept of competencies, which are defined as the
combination of knowledge, skills, attitudes, and values that enable individuals to perform tasks and
solve problems effectively. This means that the curriculum is designed to develop these competencies in
students.

c. Learner-centered: The BECF emphasizes the importance of learner-centered education, where

learners are active participants in their own learning, and the curriculum is designed to meet their
individual needs and interests. This means that the curriculum is designed to be flexible and responsive
to the unique needs and abilities of each student.
d. Integrated curriculum: The BECF promotes an integrated curriculum, where subjects are not taught in
isolation but are interconnected and interrelated, reflecting the real-world context in which knowledge
is applied. This means that the curriculum is designed to show students how different subjects are
related and how they can be applied in real-world situations.

e. Assessment for learning: The BECF emphasizes the importance of assessment for learning, where
assessments are used as a tool for monitoring student progress and informing instruction, rather than
for ranking or labeling students. This means that assessments are used to provide feedback to students
and teachers, rather than to compare students against each other.

3. Key milestones in the implementation of the Competency-Based Curriculum (CBC) in Kenya up to the
present:

The implementation of the Competency-Based Curriculum (CBC) in Kenya has been marked by several
key milestones, including:

a. Curriculum reform: In 2017, the Kenyan government launched a curriculum reform initiative, which
led to the development of the Competency-Based Curriculum (CBC) as the new basic education
curriculum. This means that the government recognized the need for change and took steps to develop
a new curriculum that would better prepare students for the future.

b. Pilot implementation: The CBC was piloted in select schools in 2019, with the aim of testing its
feasibility and effectiveness before full-scale implementation. This means that the government wanted
to test the new curriculum in a small group of schools before implementing it nationwide.

c. Full-scale implementation: The CBC was rolled out nationwide in 2020, with all public and private
schools required to adopt the new curriculum. This means that the government decided to implement
the new curriculum on a large scale, with all schools required to use it.

d. Ongoing refinement: The CBC is subject to ongoing refinement and improvement, with the Kenyan
government and other stakeholders working together to address any challenges or concerns that arise
during implementation. This means that the government is committed to continuously improving the
curriculum to ensure that it is effective and relevant.

References
Achtenhagen, F., & Grubb, N. (2001).Vocational and occupational education: Pedagogical complexity,
institutional diversity. Washington: AERA.

Addams, J. (2004). The public school and the immigrant child. In D. Flinders & S. Thornton, (Eds.), The
curriculum studies reader. Second edition (pp. 25-28). New York: Rutledge Falmer.

Addler, M. (2004). The paideia proposal. In D. Flinders & S. Thornton, (Eds.), The curriculum studies
reader. Second edition (pp. 159-162). New York: Routledge Falmer.

Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). (2004). Libro Blanco Titulo de
Grado en Trabajo Social. Retrieved March 19, 2008, from:
http://www.aneca.es/media/150376/libroblanco_trbjsocial_def.pdf

Aguirre, H. (1984). Características socioeconómicas de las escuelas de trabajo social en la República

Mexicana. Mexico: UNAM.

Altbach, P., & Forest, J. (2007). International handbook of higher education.

Netherlands: Springer.

Ander-Egg, E. (1985). Apuntes para una historia de trabajo social. Buenos Aires: Editorial Humanitas

Apple, M. H. (2004). Controlling the work of teachers. In D. Flinders & S. Thornton, (Eds.), The
curriculum studies reader. Second edition (pp. 183-197). New York: Routledge Falmer.

Arellano, G. (1989). Conceptualization of social work: An anthology. Mexico:UNAM.

Ary, D., Jacobs, L., & Razavieh, A. (2002). Introduction to research in education. United States:
Wadsworth Group.
Ashworth, P., & Saxton, J. (1990). On competence. Journal of Further and Higher Education, 14(2), 3-25.