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Private Schools Want CBC Content Reduced

Private Schools Want CBC Content Reduced

Margaret Gesare, the national chair of the Kenya Private Schools Association (KPSA), proposed that they lower the amount of content that students must cover in such a short period of time.

“Private schools should also be considered for all other government programmes, like supplying of DLP gadgets,” she said, adding, “assessment of learners should be graded out of 100 percent mark in the final examination to avoid manipulation of grades in the current system where learners’ final grade will be marked out of 60 percent and the remaining 40 percent be obtained from classwork assessment.”

Students of all learning levels, teachers’ union officials, education administrators’ officials, lecturers’ union officials, parents, religious leaders, the business community, members of civil society, and various heads of departments attended the public participation forum held at Sironga Girls High School to express their views and opinions on reforms they would like to see implemented in the education sector.

Dr. Richard Githenji, the team leader for the working group on education reforms for Nyamira County, praised the participation of stakeholders, saying that they were well-prepared to offer their opinions on anticipated reforms.

“We are collecting views and suggestions from Kenyans countrywide on education reforms people they want implemented till 18th of November and those who may not be able to come physically can email their suggestions to secretariat@educationreforms, and they will also be looked at and put into consideration,” Dr. Githenji assured.

The currently implemented competency-based curriculum is probably one of the most drastic attempts to change the education system in Kenya.

It is not the first of its kind, but its exclusive focus on how students may use the school-acquired knowledge represents a significant divergence from the exam-centric approach of past systems.

Beginning with the Ominde Commission in 1963, there have been significant efforts to reform the nation’s education system.

The Ominde Commission implemented the 7-4-2-3 system to replace the colonial education system based on the European model.

However, as time passed, the 7-4-2-3 system was heavily criticized for being overly scholarly and disconnected from the employment demands of society.

According to the Gachathi Report of 1976, “The problem (of unemployment) is aggravated by annual outputs of school leavers whose numbers continue to swell following the enormous expansion of education.”  

A new curriculum was required, one that reflected the nation’s ever-changing social and economic demands.

Then, in the mid-1980s, the 8-4-4 system was implemented to address the shortcomings of the 7-4-2-3 system by preparing students to pursue opportunities in entrepreneurship and the informal sector.

However, much like its predecessor, the 8-4-4 system was criticized for being too burdensome and costly for students and teachers.

Despite the efforts of multiple task teams to modify it, 8-4-4 persisted for three decades, with terrible repercussions if the high rates of unemployment and unemployability among school graduates today are any indication.

Perhaps the saddest legacy of the 7-4-2-3 and 8-4-4 systems is their failure to focus on each student’s unique abilities and talents and to provide them with the tools necessary to become better and more responsible citizens in the future.

Those who defend CBC say it satisfies the goals of Kenyans as stated in the National Education Goals.

A number of research, including a needs assessment study undertaken by the Kenya Institute of Curriculum Development in 2016, led to the development of CBC.

At the heart of CBC is educating students with the ability to apply the knowledge, skills, and values they have acquired in school.

It is a learner-centered system designed to improve students’ ability to use what they have learned in school to solve real-world situations.

Unlike past learning methods, it is not only about what the student knows but also what they can accomplish with what they have learned for their own personal development and the development of their country.

Moreover, this is where CBC is notably unique compared to past systems; it strives to cultivate values like patriotism, integrity, peace, and social justice to mold responsible citizens.

Unlike the 7-4-2-3 and 8-4-4 curriculums, which concentrate primarily on vocational skills and information for the job market, the CBC curriculum inculcates abilities that enable students to make a constructive and significant contribution to the community.

CBC also prioritizes diversity and inclusion by addressing the unique educational requirements of students through specialized education programs (IEPs).

This affords students with special needs the opportunity to gain competencies and skills at their own speed, allowing them to participate in the socioeconomic growth of our community.

In addition to citizenship, the new curriculum emphasizes communication, critical thinking, problem-solving, creativity, and digital literacy as key skills.

These 21st-century skills are all focused on boosting students’ abilities to engage in entrepreneurial endeavors and social and technological innovation.

What really counts is the revolutionary impact of CBC on this country’s present and future generations.

Private Schools Want CBC Content Reduced.


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