Professor Winston Akala has written about Competency-Based Education (CBE) in Kenya, highlighting both its potential and the challenges associated with its implementation.
Addressing the principal during the Annual National Conference (KESSHA) at Sheikh Zayed, he pointed out the risk of marginalising rural and poor schools due to inadequate resources and infrastructure.
Additionally, emphasised the need for a functional public education sector to meet the growing demand for quality education, while acknowledging the concerns about potential compromises in quality due to this increased demand.
However, he challenged education stakeholders to work closely with partners in the education sector to improve infrastructure and reduce high dropout rates, as well as mismatches between theoretical and practical skills.
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Raising concerns about rural and low-income schools being left behind in the transition to CBE due to limited access to technology and inadequate resources, the discussion also highlighted the importance of a well-functioning public education system in catering to the increased demand for quality education.
Acknowledges the argument that the demand for education, particularly in higher education, may be compromising the quality of education, and also involves curriculum changes to make learning more relevant, inclusive, and responsive to societal
on the importance of considering various contextual factors, such as social economic, culture and infrastructure when implementing Education reforms. According to Professor Winston Akala, the CBE is a key component of the reform, which is a commitment to achieving a 100 per cent transition from primary to secondary school by eliminating exam-based barriers to transitions and providing a wide range of pathways for students.
The government and the Ministry of Education aim to refine deeply held cultural perspectives on the education sector’s prosperity and content, so that cultural shifts will necessitate significant outreach and training efforts to achieve the sector’s goals.
Under the theme embracing pathways in senior school education the reform is grounded in the idea that learning should be active and individualized than a teacher centric by focusing in practical not theory, professor Akala is currently a principal at koitaleel Samoei university college and also former chairman of the technical curriculum committee at the institute of education KICD.
By Collins Akongó.
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