Kenya’s education system is undergoing significant changes as it transitions from the Competency-Based Curriculum (CBC) to the newly branded Competency-Based Education (CBE).
This shift has sparked debates among stakeholders, including parents, educators, and government officials, about the implications for students and the overall quality of education.
Key Takeaways
- Mathematics will now be compulsory for all senior school pathways.
- The transition from CBC to CBE has raised concerns about clarity and implementation.
- Many parents are opting for international curricula due to dissatisfaction with the current system.
The Shift from CBC to CBE
The recent announcement by Education Cabinet Secretary Julius Ogamba that mathematics will be compulsory across all senior school pathways marks a significant policy shift.
Previously, mathematics was only mandatory for students in the Science, Technology, Engineering, and Mathematics (STEM) pathway.
This change aims to ensure that all students graduate with essential mathematical skills, regardless of their specialization.
The transition from CBC to CBE has been characterized by confusion and a lack of clarity. Stakeholders have expressed concerns about the frequent changes in policy and the implications for students’ futures.
The Basic Education Curriculum Framework (BECF) does not explicitly mention CBE, leading to further uncertainty about the direction of educational reforms.
Parental Concerns and International Options
Many parents are increasingly frustrated with the ongoing changes in the education system.
Dr. Lucy Riungu, a parent who recently transferred her children to an international school, highlighted the confusion surrounding the transition to senior school.
Parents are questioning the future pathways for their children after completing senior school, particularly regarding university admissions.
A survey of parents revealed several common concerns:
- Lack of Clarity: Frequent changes in policy, such as the recent reversal on the compulsory nature of mathematics, have left parents unsure about the curriculum.
- Quality of Education: Many parents believe that the quality of teaching under CBC is inadequate, prompting them to seek alternatives in international schools.
- Infrastructure Issues: Parents have raised concerns about the lack of resources and facilities in public schools, particularly in rural areas.
The Role of Stakeholders
The government has acknowledged the need for stakeholder engagement in the education reform process.
During a national forum, officials emphasized the importance of listening to the concerns of parents, teachers, and students.
However, many stakeholders feel that their input has not been adequately considered in the decision-making process.
Education experts have called for a more collaborative approach to implementing changes in the education system. They argue that involving teachers and parents in discussions about curriculum and policy can lead to more effective and sustainable reforms.
Looking Ahead
As Kenya navigates this transition from CBC to CBE, the focus will need to be on creating a clear and coherent educational framework that meets the needs of all students.
The government must address the concerns raised by parents and educators to build trust and confidence in the education system.
In conclusion, while the shift to CBE presents opportunities for improving educational outcomes, it also poses significant challenges that must be addressed to ensure a smooth transition for students and stakeholders alike.
The future of Kenya’s education system will depend on the government’s ability to implement reforms effectively and transparently, fostering an environment where all students can thrive.
