Kenya’s education system has metamorphosed over time, with crucial changes having been instituted in 1980s. In 1985, the 7-4-2-3 structure and system was replaced with 8-4-4, the system which introduced a broad-based curriculum at all levels.

The 8-4-4 system was intended to raise the quality of education, accessible to all and more importantly make it more relevant to the world of work. The system was to create pathways to middle-level and higher education and training to produce skilled, solid and effective manpower to meet the demands of the economy.

The scope of the 8-4-4 structure and system expanded to incorporate technical skills and pre-primary (4-5-year-old children), moreover it was designed to teach children to develop critical thinking skills and problem solving, more so, there was more equitable learning environment.

However, due to poor funding and lack of commitment by the State, part of thestructure and system of 8-4-4 were abandoned midstream, the reason why the Government succumbed to pressure from UNICEF to introduce Competency Based Education (Competency Based Curriculum – CBC).

The rollout of CBC was carried out in amorphous and haphazard manner in that, it was hastily implemented; lacked strategic planning; there was no thorough consultation in the development of the curriculum and teaching tools; teachers were not adequately trained; and worst of it all, there were no proper funding structures for the implementation of the new curriculum. Indeed, these were some the reasons that led CBC not to be captured in the Sessional Paper No. 1 of 2019 on Policy Framework for Reforming Education and Training for Sustainable Development in Kenya.

RECOMMENDATIONS

In sum, based on the findings and conclusions of the study commissioned by KNUT on Teacher Preparedness For The Implementation of CBC In PrePrimary And Lower primary Grades In Kenya these are the recommendations that were made:

• Since noresearch was done to justify the change from Outcomes Based Curriculum to Competency Based Curriculum framework, the Presidential Working PartY on Education Reforms should commission summative evaluation of the pilot phase of CBC to determine its effect on  This means that CBC should not be implemented further before the results of the summative evaluation shows that it is a better approach than Outcome Based Approach.
• Afterthe evaluation, Kenya Institute of Curriculum Development (KICD) should partner with universities and curriculum experts to conduct a comprehensive revision of CBC. The Ministry of Education should initiate a mechanism for systematic In-service and Pre-service training of teachers on

Cil The Working Party on Education Reforms should recommend the creation ofa framework for teacher training programme that would facilitate the paradigm shift from teaching to learning. Various components of the curriculum design are not properly grasped by most teachers, especially delivery of content on learning areas and key competencies, assessment using rubrics, reporting and evaluating learners.

• The Competency-Basedapproach of using rubrics to test competence in learners should be made practically possible within the contexts of learners across the  It is worth noting that most primary schools have 60-100 learners ina class to be managed by only one teacher.

Adequate resources and educational facilities are paramount. First-and-forern°st,

the ministry should construct enough classrooms in all primary schools to cater for all grades where CBC is taught. It is indeed degrading and devastating to have

learning under trees or shades in this era. Priority should be given to the construction of more classrooms.

• Moreteachers should be trained and employed to achieve the international beSt

practice and the UNESCO recommended teacher/students ratios of 25-35 pupils ina class to facilitate learning using the CBC approach.

41 There is need of adequate and effective training of facilitators and trainers• Continuous training and retraining of teachers for efficient implementation of CBC should be conducted in all counties.

CONCLUSION 

Based on the Summative Evaluation Of The Pilot Phase Of CBC a report which was developed from a study commissioned By KNUT, it was concluded that:

• Since pilot testinghad not improved learners’ achievement on various competencies, the Presidential Working Party on Education Reforms should recommend the review of the content of the new curriculum, and fresh pilot te5ting carried out.
• Foreffective curriculum reform, stakeholders should be consulted fromtime-to­
• Sinceadaption of CBC was not based on international best practices as there was no

research done to justify its introduction, the Working Party should focus on the review of curriculum content, teacher preparedness, funding of CBC, development of school infrastructures and the resuscitation of the Digital Literacy Programme since School Laptop Project was central to the implementation of Competency Based Education.

• Aschool curriculum that emphasizes competencies (skills) to the neglect of cognitive abilities such as applications, analysis, evaluation, synthesis, and affecthtedomain (values) is not appropriate for Basic Education leaners. Thus, the WorkingParty should seriously consider reintroducing cognitive abilities in CBC.
• Althoughthere were adequate textbooks in most schools, these institutions did not

have teaching and learning technologies – this seriously undermined the use of child­

centred teaching methods. Hence, the Working Party should come upwith comprehensive recommendations on how to fix the existing gaps in teachingand

learning technologies.

0 Parents/guardians and other key stakeholders have negative attitude towards

the

new curriculum – partially because they were not sensitized on CBC before it was rollout. The Working Party herefore has to come up with recommendations on how parents and other stakeholders would be sensitized on the same.

All-in-all, the likelihood that CBC in its present form and the current implementation matrix will improve the quality of education in Kenya is highly questionable owing to variety of factors such as poorly trained teachers, lack of teaching and learning techno Iogy,, excessively

packed content, lack of adequate and proper infrastructures and insufficient funding. Thus

the Working Party has to address fully these challenges, and more importa,ntl1Yrecommeod

the new curriculum to be remodelled on an education system which is based on Industrial Revolution.

the

4th

The Working Party should come up with a hybrid between CBC and knowledge-based education. The model should also be integrated with the 21st Century skills of competencies and values but aligned to the 4th Industrial Revolution philosophy.

PROFESSIONALISE TEACHING CAREER –

Professionalising teaching may set the stage for improvements in the Teaching sub-sector, but this cannot be realised before the review of Teachers Service Commission Act (2012} and Basic Education Act (2013). Particularly, the Code of Regulations for Teachers and the Code of Ethics need comprehensive review to achieve the desired changes.

Therefore, the Presidential Working Party on Education Reforms should study all laws governing the Basic Education sub-sector and make recommendations for the review of the

.legislations with a view to addressing duplication of mandate, ambiguities, constraints and improving linkages between the Ministry of Education and Teachers Service Commission.

The Working Party as a matter of fact has to re-evaluate and redefine TSC Act and the Basic Education Act, and promptly make consequential changes on the laws governing Basic Education. To begin with, TSC has to split to create a separate body to serve as the teacher employer, and another being a professional body to serve as the teachers’ regulator.

The taskforce should thus re-examine and assess the Constitution and the enabling Acts, and make recommendations why the law on education should be reviewed with the view to creating a teacher regulating body. The Working Party should specifically relook at TSC Act which allows the Commission to perform the duties of both a regulator and employer.

The regulator, probably to be known as Teaching Council of Kenya should be charged with specific functions that include:

• Registrationof teachers;
• Developand review the Code of Conduct and Regulations for Teachers;
• Disciplineerrant teachers;
• Regulateprofessional conduct of teachers;
• Promote,protect and advance the general interests of teachers;
• Collaboratewith unions to set terms and conditions of service for teachers;
• Investigate allegations of professional misconduct andimpose such sanctions as may be necessary, and
• Advisethe National Government on matters relating to the teaching

The professional body should also accredit Teacher Training Colleges and faculties of education in universities; facilitate career progression and more importantly, monitor quality control and assurance of education facilities and services.

On the other hand, TSC should be confined to:

(i} To formulate policies to achieve its mandate;

• Recruit,employ and deploy registered teachers;
• Assignteachers employed by the Commission;

(iv} Promote and transfer teachers;

(v) Terminate the employment of teachers;

I

{vi) Review the demand for the supply of teachers;

(vii} Manage the payroll of teachers in its employment; and

{viii) Collaborate with the professional body and teachers’ organizations to facilitate a seamless Teaching Service and also develop linkages with middle-level colleges and universities for the purposes of keeping abreast with dynamics at these levels of learning and training.

It should_be noted that Article 237 which established TSC does not give the Commission powers to regulate teachers, moreover it does not confer TSC with the function of quality assurance and standards. Training and capacity building of teachers which include, Teacher Professional Development is a function of the Ministry of Education -the Commission can only offer advice where necessary.

SIGNATURE .. —;q·•·

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