Challenges Facing the Competency-Based Curriculum (CBC) in Kenya

Challenges Facing the Competency-Based Curriculum (CBC) in Kenya

The introduction of the Competency-Based Curriculum (CBC) in Kenya marked a significant shift in the educational landscape, moving away from the exam-oriented 8-4-4 system towards a more holistic approach aimed at developing learners' skills, knowledge, attitudes, and values. While CBC was designed to better prepare students for the demands of the 21st century, its implementation has not been without challenges.

One of the most pressing challenges facing CBC implementation is the lack of adequate infrastructure in many schools across the country. The curriculum requires specialized facilities, such as science labs, art studios, and ICT centers, to facilitate practical and hands-on learning. However, many schools, especially in rural areas, lack even basic amenities like classrooms, desks, and clean water. This disparity in resources hinders the effective implementation of the curriculum.

The success of CBC heavily relies on the capacity of teachers to deliver the curriculum effectively. However, many teachers have expressed concerns about insufficient training and support. The transition from the 8-4-4 system to CBC requires a paradigm shift in teaching methodologies, with a focus on learner-centered approaches. Unfortunately, many educators feel unprepared to make this shift due to inadequate professional development opportunities. Continuous training and support are crucial to equip teachers with the necessary skills and confidence to implement the new curriculum.

CBC is an expensive undertaking, both for the government and parents. The curriculum requires a variety of learning materials, such as textbooks, digital devices, and other resources, which come at a high cost. Parents are often expected to bear the financial burden of purchasing these materials, which can be challenging, particularly for low-income families. Additionally, the government faces the enormous task of funding the construction of new facilities, teacher training, and the production of learning materials, all of which strain the national budget.

CBC emphasizes the role of parents and guardians in the learning process, requiring them to be actively involved in their children's education. However, many parents are either unaware of this expectation or lack the time and resources to participate effectively. This is particularly true for parents in low-income areas, who may be preoccupied with meeting basic needs. The lack of parental involvement undermines the effectiveness of the curriculum, as learning is intended to be a collaborative effort between teachers, students, and parents.

The CBC framework calls for continuous assessment of learners' progress rather than relying solely on high-stakes exams. This shift requires a comprehensive system of assessment that can accurately capture a wide range of competencies, including creativity, critical thinking, and problem-solving. However, the current assessment tools and methods are often inadequate, leading to inconsistencies and challenges in measuring learners' true abilities. Furthermore, teachers may struggle to balance continuous assessment with their existing workload, potentially leading to burnout.

As with any major reform, the implementation of CBC has faced resistance from various stakeholders, including teachers, parents, and even students. Some view the new curriculum as overly ambitious and complex, while others are nostalgic for the familiarity of the 8-4-4 system. This resistance can hinder the smooth transition to CBC, as stakeholders may be reluctant to fully embrace the changes or actively participate in the curriculum's implementation.

The integration of technology in education is a key component of CBC, with a focus on digital literacy and the use of ICT tools in learning. However, the digital divide remains a significant barrier to effective implementation, particularly in rural and marginalized areas where access to electricity and the internet is limited. The lack of digital resources not only affects the quality of education but also widens the gap between students in urban and rural areas, leading to unequal learning opportunities.

There have been concerns that the CBC curriculum is overloaded, with too many subjects and content areas to cover within the available time. Both teachers and students have reported feeling overwhelmed by the demands of the curriculum, which can lead to stress and burnout. The breadth of the curriculum also poses challenges in ensuring depth and mastery of content, as learners may struggle to fully grasp concepts before moving on to new topics.

The Competency-Based Curriculum in Kenya represents a bold step towards transforming education to meet the demands of a rapidly changing world. However, its success hinges on addressing the numerous challenges that have emerged during its implementation. Adequate infrastructure, teacher training, financial support, and stakeholder engagement are critical to ensuring that CBC achieves its intended goals. As the country continues to navigate these challenges, it is essential that all stakeholders work together to create an enabling environment for learners to thrive in the 21st century.