Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC)

Abstract

Kenya is in the process of implementing a new curriculum, themed Competency based Curriculum (CBC). Buoyed by benefits accrued from education such as promotion of individual wellbeing and acquisition of skills and capabilities to contribute meaningfully to the economy and society at large, the Kenyan government continues to invest heavily in education. The article aims to explore the extent to which the implementation of CBC is being impeded by challenges currently being experienced in the initial stages of implementation. It is therefore the thesis of the article that any impediments to this transformation agenda should be addressed speedily in order for learners to benefit optimally from the new changes. The article has relied on secondary literature and data to critique, explore and appraise the gains and challenges of education change in Kenya. Through its analysis, the article has considered some of the initial challenges that are related to inadequate human and material resources, incongruencies between content and pedagogical practices and poor public participation, and concluded that, the implementation of CBC was done haphazardly. The article proposes that in order for the goals of CBC to be realised fully, schools should be adequately resourced, all stakeholders ought to be engaged substantively, and teachers should be reskilled and trained on CBC since they are the heartbeat of the innovation.