competency skills in CBC IN KENYA

Introduction

The Competency-Based Curriculum (CBC) in Kenya aims to equip learners with essential skills and competencies to thrive in the 21st century. This educational reform focuses on practical skills, problem-solving, and lifelong learning. However, the implementation of CBC in Kenya faces several challenges, particularly in teacher training, resource allocation, and pedagogical consistency.

Key Insights

Teacher Training and Preparedness:
- Teachers in Kenya are not adequately trained to implement CBC, which affects their preparedness and effectiveness in delivering the curriculum .
- There is a need for ongoing, mandatory in-service training sessions for teachers to ensure they are well-versed with CBC themes and methodologies .
Resource Allocation:
- Inadequate human and material resources are a significant barrier to the successful implementation of CBC in Kenya .
- More funds should be allocated for pre-service teacher training and to equip schools with the necessary 21st-century resources.
Pedagogical and Assessment Challenges:
- Inconsistent pedagogical approaches and assessment techniques hinder the effective implementation of CBC .
- Teachers need better training on the use of CBC assessment rubrics to ensure consistent and effective evaluation of student competencies.
Public Participation and Stakeholder Engagement:
- Poor public participation and lack of substantive engagement with all stakeholders have been identified as challenges in the initial stages of CBC implementation.
- Engaging all stakeholders, including teachers, parents, and local authorities, is crucial for the successful adoption of CBC.
Comparative Insights from Other Countries:
- Evidence from the USA and South Korea shows that CBC can improve problem-solving skills, lifelong learning skills, self-efficacy, and autonomy in learners.
- Kenya can learn from these countries by addressing teacher training, aligning educational goals at various levels, and ensuring consistent pedagogical practices.

Conclusion

The implementation of the Competency-Based Curriculum in Kenya faces several challenges, primarily related to inadequate teacher training, insufficient resources, inconsistent pedagogical approaches, and poor stakeholder engagement. Addressing these issues through increased funding, ongoing teacher training, and better stakeholder involvement is essential for the successful adoption of CBC. Learning from the experiences of countries like the USA and South Korea can provide valuable insights to enhance the effectiveness of CBC in Kenya.

Competency skills in CBC IN KENYA

Summary

Introduction

Key Insights

Conclusion

Sources and full results

Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA

Competency-Based Curriculum (CBC) models in the USA and South Korea improve problem-solving skills, lifelong learning, self-efficacy, and autonomy in learners, but face challenges in Kenya due to limited teacher training and inconsistent pedagogical approaches.

Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC)

The implementation of the Competency Based Curriculum in Kenya faces challenges, and addressing these impediments is crucial for optimal learning benefits.

Competency Based Curriculum and its Implications for Teacher Training in Kenya

The Competency Based Curriculum in Kenya changes the structure and pedagogy of basic education, requiring more funds for preservice teacher training and a concerted effort from various players.

Competency Based Curriculum Training Undertaken by Teachers on their Implementation on Grades 1, 2 and 3 in Public Primary Schools in Migori County, Kenya

Competency-Based Curriculum training significantly improved teachers' implementation of grades 1, 2 and 3 in Migori County, Kenya.

COMPETENCY BASED CURRICULUM PREPAREDNESS: PERCEPTION OF TEACHERS IN SELECTED PUBLIC AND PRIVATE PRIMARY SCHOOLS IN KENYA

Teachers in selected Kenyan primary schools perceive their preparedness for the Competency Based Curriculum, but digital literacy remains a challenge and resources for CBC are inadequate in some schools.

The Feasibility of Introducing Mobile Technology in Kenyan Schools that Utilize the Competency Based Curriculum

Introducing mobile technology in Kenyan schools using the Competency Based Curriculum can save time and improve comfort levels for instructors, enabling them to assess multiple students simultaneously.

Influence of teachers’ preparedness on implementation of competency-based curriculum (CBC) in public primary schools in Bomet east sub-county, Kenya

Teachers in Bomet East Sub County, Kenya need more support in infusing core competencies, critical thinking, creativity, and collaboration, as well as in designing assessment criteria and constructing assessment rubrics for summative reporting.

Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

Pre-primary teachers in Nairobi City County, Kenya, are not adequately prepared to implement the Competency Based Curriculum, requiring regular in-service training programs to improve their skills.

Influence of Primary Schools’ Infrastructure on the Implementation of Competency Based Curriculum: A Case of Bomet Central Sub-County, Kenya

Primary schools in Bomet Central Sub-County, Kenya, have partially implemented Competency-Based Curriculum due to inadequate infrastructure and lack of resources.

ASSESSMENT OF 21ST CENTURY TEACHING PROFESSION SKILLS EMPHASIS IN UNIVERSITY PRE-SERVICE TEACHER TRAINING PROGRAMMES IN KENYA: A CASE STUDY OF BOMET UNIVERSITY COLLEGE

University pre-service teacher training programs in Kenya need to focus more on 21st century teaching skills to align with the Competency Based Curriculum and prepare teachers for the changing role in the education system.

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