This year marks the ninth year since competency-based education was rolled out. A lot of fear and doubt clouded the shift from the 8-4-4 system of education to CBE (2-6-3-3-3). The fear of the unknown dominated its implementation, as a result of what was perceived as a lack of sufficient sensitization of the public by the Ministry of Education through the curriculum midwife, the Kenya Institute of Curriculum Development (KICD).
From the onset, the chief curriculum implementers, the teachers, were hesitant, voicing concerns through their unions about the curriculum overhaul that was to usher in a new education system in the country. The unions should have then requested a thorough sensitization of teachers from the parent ministry because it was clear that the government was already ensuring that the curriculum rollout was on track.
The success of the implementation of any curriculum lies squarely on the shoulders of teachers. The 8-4-4 system achieved what it did thanks to the dedication of teachers. Some of the shortcomings that necessitated the shift from 8-4-4 to CBE were also attributable to teachers.
A teacher’s attitude towards their profession plays a crucial role in the implementation of the curriculum. A positive teacher who loves their career will deliver lessons and achieve learning outcomes successfully. The opposite is true as well.
Adequate preparation have been found to have a great impact on learners’ achievements in any lesson. Unlike the 8-4-4 system, CBE is learner-centered. This implies that its success lies squarely in how teachers are prepared to plan lesson activities that will enhance the desired curriculum implementation success.
Perception refers to the way someone regards, understands, and interprets something. In curriculum implementation, it refers to how teachers view, interpret, and handle the learning process. Perception influences learning. Teachers, being products of their immediate environment, will continue to shape the general view of the Kenyan population towards the curriculum paradigm shift.
Teachers are expected to continually alleviate any fear among the public regarding the practicability of CBC. They need to assure and reassure parents that despite the bottlenecks, competency-based education is destined for greater success.
A thorough understanding of the CBE mission, vision, rationale, and conceptual framework is essential for teachers. To date, there remains a significant number of teachers who, despite retooling and continuous in-service training, do not align with the tenets of the curriculum.
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It is not surprising to find such teachers still using 8-4-4 teaching and learning strategies in what should be a CBC class. These tutors are often among the most vocal critics of the current education system.
As the county dialogues on the implementation of CBC come to an end in various counties across the country, it is imperative for all stakeholders to bear in mind that teachers’ overall performance in CBC implementation cannot be taken for granted. Equally, it is incumbent upon the leaders of our nation to accept the undeniable fact that the multi-million-dollar investment in CBC lies in their hands. As the Bible states, teachers will be judged with greater strictness because they are held responsible for the teachings they impart and the influence they have on others (The society)—James 3:1.
By Kaptich Tarus.
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