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The Competency-Based Curriculum (CBC), introduced on January 3, 2019, continues to ignite intense debate among stakeholders, including teachers, parents, trade unions, and academics. The Kenya Conference of Catholic Bishops recently described the system as “crumbling”, underscoring widespread concerns about its implementation. While CBC promises transformative change, its rollout has faced significant hurdles, fuelled by misunderstandings about its structure, purpose, and stakeholder roles.

Competency refers to the knowledge, skills, and abilities required to achieve specific performance standards. Unlike the traditional 8-4-4 system, CBC emphasises skill acquisition, practical learning, and a lifelong approach to education. Its guiding principles include measurable competencies, learner engagement, diverse instructional strategies, and tailored pacing to individual needs. Students demonstrate mastery through continuous assessments rather than one-off examinations.

Launched in 2017 to replace the 8-4-4 system, CBC adopts a 2-6-3-3-3 structure: two years of pre-primary education, six years of primary (lower and upper), three years each for junior and senior secondary, and at least three years in tertiary education institution. This model is designed to promote holistic development, equipping learners with practical skills for dynamic, real-world challenges.

At its core are seven key competencies: communication, critical thinking, creativity, citizenship, digital literacy, self-efficacy, and learning-to-learn.

CBC marks a paradigm shift from rote memorisation to active, skill-based learning. Students are central to their education, with a focus on creativity, collaboration, and exploration. This approach nurtures well-rounded individuals with entrepreneurial mindsets, ready to contribute to Kenya’s economic growth as innovators and job creators.

The curriculum aligns with global trends, emphasising digital literacy and 21st-century skills essential in today’s tech-driven environment. Students are introduced to practical learning pathways in senior secondary school, offering specialisations in Arts and Sports Sciences, Social Sciences, or STEM. These pathways ensure learners’ education aligns with their interests and prepares them for tertiary education or the job market.

Since its rollout, the government has invested significantly in CBC-related infrastructure, including classrooms, teaching aids, and digital resources. Teacher training programmes have been initiated to equip educators with skills to deliver the curriculum. Continuous assessments have been successfully conducted by KNEC at grades Three and Three.

Despite its ambitious goals, CBC has faced several challenges that threaten its success. Theese include the cost of CBC materials, inadequate teacher training, ane lack of well-equipped classrooms, labs, and digital tools.

For CBC to succeed, targeted interventions are needed. The government must allocate more resources to subsidize learning materials, improve infrastructure, and support disadvantaged schools. Public-private partnerships could bridge resource gaps, particularly in rural areas. Continuous professional development programs are essential to equip teachers with practical skills for CBC delivery.

Equally, awareness campaigns should educate parents on CBC’s benefits and their role in supporting it. Clear timelines and well-coordinated directives are needed to streamline implementation. Strengthened inter-agency collaboration can ensure efficient resource allocation and consistent curriculum delivery. Universities and TVETs must begin aligning their programs with CBC, investing in infrastructure, and retraining faculty to adopt learner-centered teaching.

— The writer is a Professor of Physical Chemistry at the University of Eldoret