The transition from the Kenya Certificate of Secondary Education (KCSE) system to the Competency-Based Curriculum (CBC) marks a significant shift in the country’s education landscape. One of the key areas affected by this transition is the teaching and study of Literature and Fasihi, two subjects traditionally central to developing students’ analytical and critical thinking skills in secondary school.
Under the KCSE system, specific set books have been a cornerstone of the curriculum, with students required to read and analyze particular works in preparation for their final examinations. As CBC gradually replaces KCSE, it brings a new approach to education, emphasizing competencies, creativity, and the practical application of knowledge rather than rote memorization and examination performance.
In the traditional KCSE system, Literature and Fasihi have played a vital role in shaping students’ perspectives, fostering an appreciation for local and global literary works. English Literature and Kiswahili Fasihi are critical curriculum components, with students reading a prescribed list of set books.
These set books, often selected by the Kenya Institute of Curriculum Development (KICD), are central to classroom instruction and are examined during the final KCSE exams. The texts, usually consisting of novels, plays, short stories, and poetry, are selected for their relevance to the themes of identity, culture, morality, and societal issues. Students are expected to delve deep into the analysis of themes, characters, and the structure of these works, ultimately using them as a lens through which they can better understand the world around them.
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However, as CBC takes root in the education system, the approach to teaching Literature and Fasihi is bound to change. One of the most significant changes is the shift from focusing on final exams to a more continuous assessment approach. The CBC places a higher value on developing skills such as critical thinking, creativity, problem-solving, and communication. This shift means that students will no longer be confined to studying a few set books that are solely aimed at preparing them for exams. Instead, they will be encouraged to explore a broader range of literary works that align with the curriculum’s emphasis on competence development.
Practical applications
In Junior Secondary Schools, which cater to students in Grades 7 to 9, literature will still be an integral part of the curriculum. However, its role will evolve to suit the objectives of CBC. Novellas and shorter literary works will likely become more common in the classroom, allowing students to engage with literature in a way that fosters a deeper understanding of the texts and encourages practical applications of the lessons learned from them. For example, students may be tasked with creating their own stories, performing plays, or developing presentations based on the novellas they read, helping them apply the skills they are developing creatively and meaningfully.
One of the key differences between KCSE and CBC in terms of literature study is the assessment approach. Under KCSE, students would prepare for final exams that tested their ability to recall and analyze information from the set books.
The CBC, however, moves away from high-stakes, end-of-year exams in favor of continuous assessment. Students’ understanding of literary works will be evaluated through projects, presentations, class discussions, and other formative assessments designed to measure their ability to apply the concepts they have learned rather than regurgitate information. This shift in assessment will require teachers to adopt new methods of instruction that are more interactive and student-centered, ensuring that learners are actively engaged in understanding and analyzing literature.
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Additionally, the CBC’s focus on integrating real-world skills into the curriculum means that literature will be used as a tool for understanding and solving real-world problems. For example, literature can be used to explore contemporary issues such as climate change, social justice, and gender equality, helping students to connect what they are learning in the classroom to the world around them. By encouraging students to think critically about the themes and messages in the literary works they study, the CBC aims to create learners who are not only academically proficient but also socially aware and equipped with the skills they need to contribute meaningfully to society. This emphasis on the practical application of literature in addressing societal issues underscores the relevance of the CBC to the needs of the community.
Set books
Moreover, the broader range of literary texts that students are likely to encounter under CBC will expose them to diverse perspectives and voices. This shift is important because it allows students to appreciate different cultures and experiences, thereby broadening their worldview. In the KCSE system, the selection of set books has sometimes been criticized for being too narrow or focused on specific themes at the expense of others.
The CBC, with its emphasis on developing competencies across a wide range of disciplines, provides the opportunity for educators to introduce students to literature that reflects a more diverse range of human experiences, both locally and globally. This inclusivity will be crucial in shaping well-rounded individuals who can navigate the complexities of an increasingly interconnected world, and it underscores the value of diverse perspectives in shaping students’ understanding of literature and the world around them.
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In conclusion, the transition from KCSE to CBC significantly transformed how Literature and Fasihi are taught and assessed in Kenyan schools. While the set books that were a hallmark of the KCSE system will likely remain an essential part of the curriculum in some form, the focus will shift toward a broader, more practical approach to literature study.
Students will be encouraged to explore various texts, engage in continuous assessment, and develop critical thinking and problem-solving skills essential for success in the modern world. Literature will continue to play a central role in creating these competencies. However, how it is taught and assessed will evolve to meet the needs of a new generation of learners under the CBC.
By Kamomonti wa Kiambati
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