The Competency-Based Curriculum (CBC) in Kenya, now five years into its implementation, has been a major shift in the education system. It is designed to emphasise the development of 21st-century skills and prepare learners for the rising demand for the 21st-century jobs market.
However, its rollout has faced significant challenges, from infrastructural deficits to external disruptions such as the COVID-19 pandemic and natural disasters like floods, which have hampered school operations.
As Grade 9 learners transition to Junior Secondary School this year, they face many challenges, including inadequate classrooms and delayed construction projects.
The government’s efforts to provide sufficient learning spaces have been slow, raising concerns about whether the ambitious curriculum can deliver its intended benefits.
New approach
One notable change CBC introduced is the integration of Science subjects (Biology, Chemistry, and Physics) into a single subject known as integrated science at the Junior Secondary level. This approach is intended to lay a strong foundation for career specialisation in senior secondary school, where learners can choose pathways in STEM, applied science, or pure sciences. Advocates of the CBC argue that integrated science enhances scientific literacy by improving students’ motivation and attitudes toward Science.
It seeks to demystify subjects that are often perceived as complex, reducing widespread issues such as chemophobia (fear of Chemistry), biophobia (fear of Biology), and physics phobia (fear of Physics). By merging concepts across disciplines, students spend less time memorising formulas and equations and more time understanding their real-world applications.
Additionally, CBC promotes the idea of “science for all,” ensuring that every student acquires essential scientific knowledge regardless of their academic strengths. This inclusive approach is expected to expand career opportunities in science-related fields, making scientific literacy more accessible to the general population.
Implementation challenges
Despite its promising goals, the transition to CBC has not been seamless. The integrated Science curriculum requires teachers who can effectively teach across all three disciplines. Yet, many educators were originally trained to specialise in only two. This has raised concerns about teacher preparedness and instructional quality. Another major challenge is the lack of well-equipped science laboratories in Junior Schools.
A recent study by Obuba (2023) revealed that no primary school in Kenya had a dedicated Science laboratory, which limits students’ exposure to hands-on experiments. Practical learning remains largely theoretical without access to proper scientific apparatus, making it difficult to achieve the intended learning outcomes.
Moreover, while some students find integrated science reduces cognitive load by simplifying concepts, others struggle with its broad and interconnected nature. Winarno et al. (2020) found that in other countries where integrated science has been implemented, students often perceive it as boring and difficult due to its multidisciplinary approach.
These challenges raise critical questions: Will the CBC succeed in changing students’ and teachers’ perceptions of science education? Will the hurdles faced in implementation impact students’ career choices? And are Kenyan universities prepared to accommodate CBC graduates into their programmes?
Way forward
For CBC to achieve its goals in science education, several steps need to be taken:
- Integration of Technology in Science Teaching: Digital tools and virtual laboratories can help bridge the gap caused by a lack of physical lab equipment. E-learning platforms can provide interactive simulations that enhance students’ understanding of scientific concepts.
- Teacher Training and Support: More emphasis should be placed on continuous professional development for teachers, equipping them with the skills necessary to teach integrated science effectively. The government should provide specialized training programs to help educators transition smoothly into the new curriculum.
- Improvised Learning Resources: Teachers should be trained to create instructional materials using locally available resources. This will make science concepts more relatable and engaging for students, thus fostering a deeper understanding.
- Infrastructure Development: Urgent investment in science labs and classrooms is needed to ensure all learners can access practical learning experiences. Government and private sector partnerships could be key in accelerating these developments.
Conclusion
The CBC presents a transformative vision for science education in Kenya, aiming to enhance scientific literacy and broaden career opportunities. However, its success will depend on overcoming critical challenges, including teacher training, infrastructure development, and technology integration in learning. If these issues are addressed, CBC has the potential to redefine how science is taught and learned, ultimately fostering a scientifically literate society equipped for the future.
The question remains: Will the CBC overcome these hurdles and fulfil its promise of revolutionizing science education in Kenya? The coming years will determine whether this curriculum shift will truly mark a new era of scientific literacy or become another ambitious reform hindered by implementation challenges.
Langat Cheruiyot Gilbert
Gilbert is a PhD Student
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