Demystifying Competency-Based
Curriculum (CBC) – The Kenya
Experience
Curriculum
Many graduates today lack the basic competencies required for the present-day labour market.
The shift in necessary competencies is accelerated by rapid technological advancements and
globalisation. To equip their young citizenry to flourish and compete effectively globally,
many progressive countries across the world have elected to transform their basic education
curriculum from content-based to competency-based. Even though the concept is generally the
same, specific curriculum provisions and approaches to delivery differ from one country to
another.
Competency-Based-Curricula (CBC) work on the premise that to prepare adequately for current
and future labour markets and life, learners need appropriate exposure to relevant real-life
requirements. This calls for the inclusion of cross-cutting ideas, processes, and practical skills in
their curriculum from the early stages of education.
In 2017, Kenya jumped on the bandwagon by launching the Competency-Based curriculum to
replace the content-based 8-4-4 curriculum which has been in operation since 1985. The
government also initiated the gradual phasing-out of the 8-4-4 curriculum with the last class
under the 8-4-4 curriculum expected to sit their KCSE national examination in the year 2027.
CBC is a fairly new concept to many people in Kenya, including educationists. Reorientation
from content-based education to CBC demands a complete paradigm shift. For the system to
succeed, investment in stakeholder awareness efforts is critical to promote their appreciation of
the new approach and secure much-needed buy-in and support.
In this blog, we explore some key elements of the Competency-Based Curriculum based on the
Kenya experience to support its demystification.
Difference between Competency-based and content-
based education
Understanding the difference between competency-based and content-based curricula remains
challenging for many. We have endeavoured to demonstrate some of the differences by
comparing aspects of the two systems as captured in the table below.
Content-based curriculum Competency-based curriculum
Its focus is on the coverage and mastery of Its focus is on the acquisition of appropriate
predetermined syllabi content within defined competencies (knowledge, skills, and
timelines. behaviour).
It is a flexible curriculum that offers
It is a prescriptive curriculum with limited
opportunities for practice and specialisation
progression paths at basic levels of education.
at basic levels of education.
It employs a summative assessment approach in
It uses both formative and summative
gauging learner progress and determining their
assessments in gauging learner progress.
transition to higher school levels e.g. KCPE,
Assessment is continuous and is carried out
KCSE, and even termly examinations. The
over longer periods. Focus is on what the
examination period is extremely short, usually 3
learner is able to do. When determining
days at the primary school level and about 3
transition to higher school levels, the
weeks for secondary school examinations.
learner’s performance over multiple years of
Transition examinations focus on recollection of
school is considered.
content.
The emphasis is on attending and completing the The emphasis is on what learners can do
different levels of schooling. It is more of a with the education that they have received.
status factor, with a focus on theoretical know- It is more about productive application of
Content-based curriculum Competency-based curriculum
how. acquired competencies.
It takes a facilitation outlook where learners
It takes a teaching outlook where learning is by
participate actively in the learning process.
direct instruction by the teacher. Learners are
Through guided discussions and learning
required to listen and master what they are
activities, learners are assisted and
taught. There is limited exploration beyond what
encouraged to explore and gain new insights
is prescribed in the syllabi.
on their own.
Uses an inquiry-based learning approach
where learners are inspired to construct
The teacher presents predetermined knowledge
knowledge by adopting various research and
and facts on a particular subject.
education strategies. Curiosity and
productive imagination is encouraged.
To cover the syllabus and wide content within
It offers the opportunity for differentiated
stipulated timelines, instruction is delivered
learning to meet individual learner needs.
generally to entire classes. Learners have to
The ranking or comparison of learners is
work to keep up with the pace of the group.
discouraged.
There is little room for differentiated learning.
Design of Kenya’s CBC
The Vision of Kenya’s Competency-Based Curriculum is “Engaged, empowered and ethical
citizen”. Its mission is “Nurturing every learner’s potential”.
Policy documents that informed the change of curriculum from 8-4-4 to CBC include:
Kenya Vision 2030
The Kenya Constitution
Taskforce report on the realignment of the Basic Education Sector (Chaired by Professor
Odhiambo)
Sessional Paper No. 2 of 2015
The 21st Century Skills
Harmonised curriculum for East Africa
Sustainable Development Goals
KICD Needs Assessment Report 2010.
The Kenya Basic Education Curriculum Framework is anchored on eight National Goals of
Education and supported by three (3) major pillars highlighted hereunder.
National Goals of Education
This refers to the general tenets and statements that spell out the national aspirations to be
realised through education and from which specific objectives are drawn and executed.
The Kenya national goals of education are:
Foster nationalism, patriotism, and promote national unity
Promote social, economic, technological, and industrial needs for national development
Promote individual development and self-fulfilment
Promote sound moral and religious values
Promote social equality and responsibility
Promote respect for and development of Kenya’s rich and varied cultures
Promote international consciousness and foster positive attitudes towards other nations
Promote positive attitudes towards good health and environmental protection.
Kenya Basic Education Curriculum Framework Pillars
The three important pillars that support Kenya’s Basic Education Curriculum Framework are:
1. A value-based education where the teaching of positive values is consciously incorporated
into the lesson delivery. Values are standards that guide individuals on how to behave or
respond in different circumstances. The values promoted under CBC are love, responsibility,
respect, unity, peace, patriotism, social justice, and integrity.
2. The Guiding principles of opportunity, excellence, diversity and inclusion, parental
empowerment and engagement, community service learning, differentiated curriculum and
learning.
3. Theoretical approaches that were relied upon to provide guidance and which underpin the
CBC curriculum framework are highlighted below:
Instructional Design Theory
Visible Learning Theory
Constructivism theories
Vygotsky’s Socio-Cultural Theory
Gardner’s Multiple Intelligence Theory
Piaget’s Cognitive Development Theory
Bruner’s Cognitive Development Theory
Dewey’s Social Constructivism Theory
Erickson’s Theory of Psycho-social Development
Common Terminology Applied in the Kenya CBC
Some vocabulary that is employed in the CBC is still confusing for many. In the table below, we
seek to alleviate the disorientation by highlighting some of the keywords and providing the
corresponding terms under the 8-4-4 curriculum.
Competency-Based Curriculum 8-4-4 Curriculum
Curriculum Design Syllabus
Learning Area Subject
Activity Lesson
Strand Topic
Sub-Strand Sub-topic
CBC also commonly uses the following acronyms.
Acronym Description
BECF Basic Education Curriculum Framework
Early Years of Education (it consists of lower primary classes from PP1 to Grade
EYE
3)
Special Needs Education (it refers to any learning area that is challenging for a
SNE
learner)
PCI Pertinent and Contemporary Issues
PP (1 or
Pre-Primary
2)
Core competencies for Basic Education in Kenya
Seven core competencies have been identified as essential, to be achieved by every learner in
basic education. These are:
Critical thinking and problem solving
Creativity and imagination
Self-efficacy
Communication and collaboration
Citizenship
Learning to learn
Digital literacy
More details on the seven competencies can be found here.
Organisation of Kenya Basic Education under the CBC
Kenya’s CBC comprises a 2-6-3-3-3 education cycle. The table below shows the different levels
of education, the composition of schools therein, and the number of years of learning per level.
Level of Education School Composition No. School Years
Early Years of Education Pre-Primary: PP1 and PP2 2
Lower Primary: Grade 1-3 3
Middle School Upper Primary: Grade 4-6 3
Junior School: Grade 7-9 3
Senior School Senior School: Grade 10-12 3
After completing senior school, learners transition to tertiary education and training institutions
i.e., University or Technical and Vocational Training (TVET) institutes.
CBC promotes practical, fun, and participatory teaching/learning methods and demands
considerable parental engagement and involvement, including teaching and material support.
Learning Areas in the CBC Education Cycle
Following recommendations by the Presidential Working Party on Education Reforms 2023
which have since been adopted, the learning areas at different levels of CBC education are as
listed below. Note that each level has one (1) extra lesson dedicated to Pastoral and Religious
Instruction.
PRE-PRIMARY 1 AND 2 (EYE LEVEL)
Learning areas at this level are five (5) namely:
Mathematical Activities
Language Activities
Environmental Activities
Creative Activities
Religious Activities.
The minimum age for entry into PP1 is 4 years.
LOWER PRIMARY GRADE 1-3 (EYE LEVEL)
Learning areas at this level are seven (7), namely:
Indigenous Languages Activities
Kiswahili Language Activities/Kenya Sign Language (KSL)
English Language Activities
Mathematical Activities
Religious Education Activities
Environmental Activities (Includes Hygiene and Nutrition)
Creative Activities.
UPPER PRIMARY (MIDDLE SCHOOL LEVEL)
Learning areas at this level are eight (8), namely:
English
Kiswahili Language/Kenya Sign Language
Mathematics
Religious Education
Science and Technology
Agriculture and Nutrition
Social Studies
Creative Arts
JUNIOR SCHOOL (MIDDLE SCHOOL LEVEL)
Here learners are required to take the nine (9) core subjects below. They are no longer required
to take optional.
English
Kiswahili Language/Kenya Sign Language
Mathematics
Religious Education
Social Studies (includes Life Skills education)
Integrated Science (includes Health education)
Pre-Technical Studies (includes Computer Studies and Business Studies)
Agriculture and Nutrition
Creative Arts and Sports.
THE SENIOR SCHOOL
Specialization is initiated at senior school, where learners are required to choose one of three
pathways namely:
Arts and Sports
o Performing Arts
o Visual Arts
o Sports.
Social Sciences
o Languages and Literature
o Humanities and Business Studies.
STEM (Science, Technical, Engineering, and Mathematics)
o Pure Sciences
o Applied Sciences
o Technical and Engineering
o Careers and Technology Studies.
Specific core and optional subjects for this level are available here.
Note:
ICT is considered a learning tool in all learning areas. Additionally, Pertinent and
Contemporary Issues (PCIs) are mainstreamed in all learning areas.
Under CBC, teachers are required to identify areas of strength/challenge for the learner and
make appropriate recommendations regarding possible development paths. Children who
may find academics challenging can be relocated to vocational institutions which are
available in the different Sub-Counties.
MANAGING LEARNERS WITH SPECIAL NEEDS
The system has special provisions for two types of learners with special needs. They include:
Learners who can follow the regular curriculum. For these earners, special adaptation is
necessary to enable them to access the regular curriculum. They include learners with:
o visual impairment
o hearing impairment
o physical handicap
o mild cerebral palsy
o learning disabilities
o emotional and behavioral difficulties
o communication disorders, and
o gifted and talented learners.
Learners who may not follow the regular curriculum. These include learners with:
o mental handicap
o deaf, blindness
o autism
o cerebral palsy
o multiple handicaps
o profound disabilities.
ASSESSMENTS UNDER CBC
Under CBC various assessments are carried out to:
Inform teaching and learning decisions
Establish the levels of learning competence
Ascertain progress against learning outcomes
Encourage learners to make judgement about their performance
Enhance learner motivation
Identify gaps, potential interventions, and referral requirements.
Different approaches are taken in the assessment of learning. They include:
Assessment for learning (feedback)
Assessment as learning (help learner to be independent, set and pursue goals
Assessment of learning
Tracking checklists
Rating Scale (using descriptive words e.g., what, why, when, etc)
Questionnaires
Project Work /Methods
Journalling
Portfolio (proper maintenance and record of best work for future reference).
Apart from the continuous assessments which run throughout the learning period, major
transitional assessments are carried out at the end of the different levels of the education cycle.
They include formative and national assessments. Assessment rubrics are available.
