Repetition of a learner in the Competency-Based Education (CBE) system is a sensitive and important process that requires careful handling. Unlike traditional education systems, CBE emphasizes continuous assessment, practical competencies, and learner-centred approaches rather than purely exam-based progression. In this system, progression is determined by whether a learner has acquired the necessary skills and competencies for their grade level. Repetition, therefore, should never be the first resort but rather a last option, undertaken only after structured support and interventions have been provided.
The process of repetition begins with identifying learners at risk. Teachers are expected to monitor learners closely, using continuous assessment tools such as observation checklists, learner portfolios, assignments, class participation, practical projects, and performance in various learning activities. These tools are designed to provide a holistic picture of a learner’s strengths and weaknesses, beyond what traditional exams would capture.
A learner may be flagged for repetition if there is consistent evidence of learning gaps that prevent them from meeting the expected competencies for the current grade. This early identification is crucial because it allows the school to intervene promptly before learning deficits accumulate and become more difficult to address.
Once a learner has been identified as struggling, the next step is intervention and support. In CBE, repetition is not meant to be a punishment or a way to “weed out” slow learners; rather, it is a strategy to ensure that every learner masters the required competencies before moving forward. Teachers and schools must provide targeted interventions aimed at addressing the learner’s specific gaps.
These interventions may include remedial classes, extra practice exercises, peer tutoring, differentiated instruction, and personalized learning plans. Guidance and counseling services are also critical, especially when the learner’s challenges may be linked to social, emotional, or home-related issues. For learners with special educational needs, support from inclusive education specialists is essential. At this stage, it is also important for teachers to maintain detailed documentation of all interventions, showing the learner’s responses and progress over time.
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If, after consistent and well-documented support, a learner continues to demonstrate serious learning gaps, the school moves to the next step: teacher consultation and academic review. This involves convening a meeting of teachers responsible for the learner’s education, often referred to as an academic panel or teacher conference. During this meeting, the teachers review all evidence of the learner’s performance, including assessment records, portfolios, projects, and classroom observations.
The purpose is to determine whether the learner has achieved enough competencies to move to the next grade or whether repeating the grade would be in the learner’s best interest. This decision should never be made by a single teacher in isolation. The panel should include the class teacher, subject teachers, guidance and counseling staff, and the headteacher or principal. By involving multiple educators, the school ensures that the decision is fair, balanced, and based on thorough evidence rather than subjective opinion.
Once the teachers have reached a consensus, the school must engage the parent or guardian. Parent involvement is a cornerstone of CBE because learning is considered a shared responsibility between the school and the home. The school should invite the parent to a formal meeting where the learner’s challenges are explained, along with the interventions that have already been implemented.
During this meeting, parents are encouraged to provide information about factors that may affect the learner’s performance, such as health issues, home environment, or psychosocial concerns. This collaborative approach ensures that the parent fully understands the situation and can support the learner both at home and in school. Open communication also helps to prevent misunderstandings or disputes that may arise if a repetition decision is made without parental involvement.
After consulting the parents, the headteacher or principal guides the school in making a formal recommendation for repetition. This recommendation should be clearly documented and include the reasons for the decision, evidence from assessments, and records of interventions already provided. It is essential that the recommendation shows that all possible measures to support the learner before considering repetition were exhausted.
Depending on local education management requirements, the school may also need to submit the recommendation to the Sub-County Director of Education, Curriculum Support Officers, or other relevant authorities to ensure compliance with official guidelines. This step helps to maintain accountability and ensures that the school’s decision aligns with national education policies and regulations.
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Once the decision is finalized, the school communicates it officially to the parent and records it properly in the learner’s academic files, admission registers, and progress records. Clear communication is crucial to avoid confusion and to provide a formal reference that can be used in future assessments or reviews. At this stage, the learner should also be informed in an age-appropriate manner, emphasizing that repetition is not a punishment but an opportunity to strengthen skills and competencies that are essential for future success.
Following the official decision, the school develops a structured support plan for the repeat year. This plan is central to ensuring that repetition achieves its intended goal: competency mastery. The support plan should include clear learning objectives for the repeat year, tailored teaching strategies, remedial sessions, and a timetable for continuous assessment and review.
Teachers should use both formative and summative assessments to track progress, adjusting interventions as needed to meet the learner’s evolving needs. Parents should continue to be actively involved in monitoring progress, attending review meetings, and supporting learning at home. This holistic approach ensures that the learner does not simply repeat the grade passively but actively develops the competencies needed to succeed in the next stage of education.
Throughout the repeat year, it is essential that the school maintains continuous monitoring and feedback. Teachers should observe not only academic performance but also learner engagement, motivation, and social development. Frequent feedback sessions with the learner and the parent help to reinforce progress, address ongoing challenges, and maintain motivation. This stage transforms repetition from a negative experience into a positive, growth-focused intervention that prepares the learner for future success.
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It is also important to highlight that repetition in CBE should always be the last option. CBE emphasizes that learners progress at their own pace, and the system provides multiple pathways for learners to acquire competencies, including remedial lessons, peer learning, project-based tasks, and personalized learning approaches. Repetition is only considered when there is clear evidence that the learner cannot meet the required competencies despite sustained support. This ensures that the decision is always in the learner’s best interest, upholding the core principles of competency-based education.
In addition, schools should be aware of the psychological and social impacts of repetition. Learners who repeat a grade may experience embarrassment, reduced self-esteem, or stigma from peers. Therefore, schools must approach repetition with sensitivity, ensuring that learners are motivated, encouraged, and supported throughout the process. Guidance and counseling, mentorship, and positive reinforcement are critical to helping the learner regain confidence and view the repeat year as an opportunity for growth rather than failure.
In conclusion, repetition in CBE is a carefully considered process that requires evidence-based decision-making, active parent engagement, and a focus on supporting the learner to master essential competencies. When done correctly, repetition can transform a struggling learner into a confident, competent, and capable individual ready to progress successfully through the education system. The ultimate goal of CBE is not just academic progression but the development of well-rounded learners who are equipped with the knowledge, skills, and attitudes necessary for lifelong learning.
By following the structured pathway outlined above, schools can ensure that repetition is handled professionally, fairly, and in the best interest of every learner. It is a process that emphasizes support, growth, and competency mastery rather than failure, aligning with the values of the Competency-Based Education system.
By Hillary Muhalya
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