ADM NO: PER/101/22

NAME: LEAH MWOLOLO

COURSE CODE: CIEM 222
COURSE TITTLE: CURRICULUM DEVELOPMENT
LECTURER: DR. KOSGEI
18th Jan 2024
TAKE AWAY CAT
Questions
1. Briefly discuss the genesis of CBC curriculum in Kenya.

The Competency-Based Curriculum (CBC) was introduced in Kenya as a reform of the previous
8-4-4 education system. It aims to shift the focus from content-based learning to a more holistic
approach that emphasizes the development of competencies, skills, and values in learners. The
CBC was officially launched in 2017 and has been gradually implemented across different grade
levels.

The genesis of the CBC can be traced back to the recommendations of the Task Force on the Re-
alignment of the Education Sector to the Constitution of Kenya (2012). This task force
highlighted the need for a curriculum that promotes critical thinking, problem-solving, creativity,
and innovation among learners. It also emphasized the importance of nurturing talents and
providing learners with practical skills relevant to the job market.

In response to these recommendations, the Kenya Institute of Curriculum Development (KICD)

initiated a curriculum review process. The review involved extensive consultations with
stakeholders, including teachers, parents, experts, and representatives from various sectors of the
economy. The goal was to develop a curriculum that would meet the needs of learners and align
with the aspirations of the Kenyan society.

The KICD developed the CBC framework, which was approved by the Ministry of Education in
2016. The framework provides a broad outline of the curriculum structure, learning areas, and
expected learning outcomes. It also emphasizes the incorporation of values, attitudes, and life
skills in the curriculum.

The implementation of the CBC began in 2018 with the rollout of the new curriculum in pre-
primary 1 and 2, Grade 1, 2, and 3. Subsequently, it was extended to Grade 4 in 2019, and the
plan is to implement it progressively in higher grades over the coming years.

It's worth noting that the CBC has faced some challenges and criticisms during its
implementation. Some concerns have been raised regarding the availability of resources, teacher
training, and the assessment process. However, the Kenyan government has been working to
address these challenges through various initiatives, including the provision of learning
materials, teacher professional development programs, and ongoing monitoring and evaluation.

References:

1. Kenya Institute of Curriculum Development. (2017). Competency-Based Curriculum

Framework.

2. Ministry of Education. (2017). Basic Education Curriculum Framework.

3. Ministry of Education. (2016). Task Force Report on the Re-alignment of the Education
Sector to the Constitution of Kenya (2012).

2. Explain and draw the structure of CBC curriculum stating clearly the subjects
done in each level of the curriculum.

The Competency-Based Curriculum (CBC) in Kenya follows a structure that is organized into
three levels: Early Years Education (EYE), Middle School Education (MSE), and Senior School
Education (SSE). Here is a brief explanation of each level and the subjects covered:

1. Early Years Education (EYE):

The EYE level focuses on learners aged 3 to 5 years and comprises two years of pre-primary
education. The purpose of this level is to provide a foundation for learners' holistic development.
The subjects covered at this level include:

- Languages (English, Kiswahili, and Kenyan Sign Language)

- Mathematical Activities

- Environmental Activities

- Psychomotor and Creative Activities

- Religious Education

- Movement and Creative Activities

2. Middle School Education (MSE):

The MSE level covers Grades 1 to 3, targeting learners aged 6 to 8 years. The aim of this level is
to develop learners' competencies, knowledge, and skills in various areas. The subjects covered
at this level include:

- Languages (English, Kiswahili, and Kenyan Sign Language)

- Mathematical Activities

- Integrated Learning Areas (Science, Social Studies, and Religious Education)

- Creative Arts

- Physical and Health Education

- Life Skills Education

3. Senior School Education (SSE):

The SSE level spans Grades 4 to 6, catering to learners aged 9 to 11 years. The focus at this level
is to deepen learners' competencies and skills while expanding their knowledge base. The
subjects covered at this level include:

- Languages (English, Kiswahili, and Kenyan Sign Language)

- Mathematics

- Integrated Learning Areas (Science, Social Studies, and Religious Education)

- Creative Arts

- Physical and Health Education

- Life Skills Education

It's important to note that the CBC curriculum also emphasizes cross-cutting issues such as
values education, environmental education, and ICT integration, which are integrated across all
levels and subjects.

References:

1. Kenya Institute of Curriculum Development (2017). Competency-Based Curriculum

Framework.

2. Ministry of Education (2017). Basic Education Curriculum Framework.

3. Critically discuss how the Competency based assessment tools are used for
evaluation of learners outcomes in the teaching and learning.

Competency-based assessment tools are designed to evaluate learners' outcomes in the teaching
and learning process based on their acquisition of specific competencies and skills. These tools
play a crucial role in the Competency-Based Curriculum (CBC) by providing a holistic and
comprehensive assessment of learners' progress. Let's discuss how these assessment tools are
used and their significance, along with references:

1. Authentic Assessment:

Competency-based assessment tools often employ authentic assessment methods. Authentic

assessments are designed to reflect real-life situations and tasks that allow learners to apply their
knowledge and skills in practical contexts. Examples of authentic assessment tools include
projects, portfolios, case studies, and simulations. These assessments provide a more accurate
representation of learners' abilities and their readiness for real-world challenges.
2. Performance Assessments:

Performance assessments are another key component of competency-based assessment tools.

These assessments require learners to demonstrate their skills and competencies through
practical tasks, performances, or demonstrations. Performance assessments focus on the
application of knowledge rather than memorization or regurgitation of facts. They provide a
comprehensive view of learners' abilities and allow for the evaluation of higher-order thinking
skills, problem-solving, and creativity.

3. Rubrics and Criteria:

Competency-based assessment tools often utilize rubrics and criteria to evaluate learners'
performance. Rubrics provide a clear and structured set of criteria for assessing specific
competencies or skills. They define the expected levels of proficiency and provide detailed
feedback to learners on their strengths and areas for improvement. Rubrics ensure consistency
and fairness in the assessment process.

4. Formative and Summative Assessment:

Competency-based assessment tools encompass both formative and summative assessments.

Formative assessments are ongoing assessments that occur throughout the teaching and learning
process. They provide feedback to learners and teachers to guide instruction and support learners'
progress. Summative assessments are conducted at the end of a learning cycle or unit to evaluate
learners' overall mastery of competencies and skills. The combination of formative and
summative assessments ensures a comprehensive evaluation of learners' outcomes.

5. Individualized Assessment:

Competency-based assessment tools recognize the individuality of learners and their diverse
learning needs. These tools allow for individualized assessment, taking into account learners'
unique strengths, interests, and learning styles. This personalized approach promotes a learner-
centered environment and supports the development of each learner's full potential.

References:

1. Kenya Institute of Curriculum Development (2017). Competency-Based Curriculum

Framework.

2. Ministry of Education (2017). Basic Education Curriculum Framework.

3. Wanjohi, R. W., & Makori, A. (2019). Competency-Based Curriculum in Kenya: Challenges
and Prospects. Journal of Education and Practice, 10(14), 145-152.

4. Mugo, J. W. (2018). Competency-Based Curriculum Reforms in Kenya: A Critical Appraisal.

Journal of Education and Practice, 9(33), 1-5.

4. Discuss the core competencies and the three pillars/pathways in CBC.

In the Competency-Based Curriculum (CBC) in Kenya, there are three core competencies and
three pillars/pathways that provide a framework for the holistic development of learners. Let's
discuss each of them in detail:

1. Core Competencies:

The core competencies in the CBC are the essential skills and abilities that learners are expected
to develop throughout their education. These competencies are designed to equip learners with
the knowledge, skills, and values necessary for personal growth, social engagement, and success
in the 21st century. The three core competencies are:

- Communication and Collaboration: This competency focuses on developing learners' abilities

to effectively communicate, express themselves, and collaborate with others. It includes skills
such as listening, speaking, reading, writing, and working collaboratively in groups.

- Critical Thinking and Problem Solving: This competency emphasizes learners' ability to think
critically, analyze information, and solve problems. It involves skills such as logical reasoning,
decision-making, evaluating evidence, and generating innovative solutions.

- Creativity and Imagination: This competency encourages learners to think creatively, express
their ideas, and engage in imaginative and innovative thinking. It involves skills such as creative
expression, artistic exploration, and the ability to generate original ideas.

These core competencies are integrated throughout the curriculum and are developed
progressively across different grade levels.

2. Pillars/Pathways:

The CBC also incorporates three pillars or pathways that provide thematic areas for learners to
explore and develop their competencies. These pillars/pathways are intended to offer learners
diverse opportunities to discover their interests, talents, and potential career paths. The three
pillars are:

- The Competency-Based Pathway: This pathway focuses on the development of learners'

competencies in various subject areas. It involves the acquisition of specific knowledge, skills,
and attitudes related to different domains such as languages, mathematics, sciences, social
studies, and creative arts.
- The Integrated Learning Pathway: This pathway emphasizes the integration of knowledge and
skills across different subject areas. It promotes interdisciplinary learning, where learners explore
connections between different disciplines, apply their knowledge to real-world situations, and
develop a holistic understanding of the world.

- The Specialization Pathway: This pathway provides learners with the opportunity to develop
specialized skills and knowledge in specific areas of interest. It includes subjects such as
technical and vocational education, entrepreneurship, sports, and performing arts. The
specialization pathway prepares learners for future careers and further education in their chosen
fields.

These three pillars/pathways offer flexibility and cater to the diverse interests and aspirations of
learners, promoting a well-rounded education.

References:

1. Kenya Institute of Curriculum Development (2017). Competency-Based Curriculum

Framework.

2. Ministry of Education (2017). Basic Education Curriculum Framework.

3. Republic of Kenya (2019). Teacher’s Guide for Competency-Based Curriculum.