Understanding the Recommendations of the CBC Task force

  • 12 Feb 2021
  • News

Understanding the Recommendations of the CBC Task force

In the recent past, the Kenyan education landscape has undergone a myriad of changes. The stakeholders believe that these changes are meant to better, modernize and enhance the learning experience of the Kenyan children.

Since the resumption of learning after the break due to COVID-19, there was an unrest experienced in schools across the country. The government felt it was necessary to further undertake measures to improve learning as well safeguard schools for both teachers and learners.

The following are some of the key recommendations by the Competency-Based Curriculum (CBC) task force

1. Scrapping off boarding schools.

2. Doing away with the Kenya Certificate of Primary Education (K.C.P.E).

3. Have a national test at the end of Junior secondary instead of at the end of sixth year as earlier proposed.

4. Have a second national test at the end of senior secondary which will guide in placing learners in respective colleges and universities.

Factors behind these recommendations

The government of Kenya has in the past made deliberate efforts to improve the education framework including introducing the 2-6-3-3-3 system that replaces the 8-4-4 system.

This withstanding, some of the factors that led to these recommendations included the increasing cases of fire outbreaks in schools and student unrest experienced across the country.

Key benefits of the Competency-Based Curriculum

While it is outright that the recommendations largely focused at enhancing safety and the learning experience, the overall goals of the system include;

1. Equipping learners with competencies shifting away from the current theatrical and rote learning approach.

2. Giving learners a wider range of choices for their senior secondary.

3. Incorporating more spheres of learning including value-based education, parental engagement as well as teaching modern issues.

4. Focusing on nurturing and enhancing learner talents.

5. Adopting and prioritizing a formative assessment approach.