Dear reader, the Competency-Based Education (CBE) is guided by raft of principles, which are designed to ensure that education becomes responsive and equitable. Education must focus on developing the full potential of learners. Haply, the set of principles shape how learning is structured, delivered and assessed across all levels of learning. More so, basic education.
Being that the system purely abuts on principles, CBE is not just a change in curriculum, but also a serious shift in how education is experienced. More so, the move from rote-memorisation and examination-driven objectives; towards a holistic, learner-focused and skills-oriented system that strives to: value each learner’s strengths and potential, encourage active parental partnership in learning, support learners’ social and ethical development, make learning relevant and connected to real life, and promote equity and quality for all learners; including those with special needs.
The principles, which are the nub of my 41st treatises on CBE include: Opportunity and access, diversity and inclusion, differentiated curriculum and learning, parental empowerment and engagement, community service learning and evincing excellence.
Opportunity for Access
Firstly, CBE ensures that learners have a vast variety of opportunities to assist them identify and develop their inherent interests, talents and aptitudes. The emphasis is on equal access to education for all learners. Therefore, reducing wastage and dropout rate. How? By making learning more relevant and inclusive in nature.
Diversity and Inclusion
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Secondly, CBE acknowledges that every learner is unique in terms of learning needs, abilities and socio-cultural background. It recognises and respects these differences. So, it ensures that the curriculum, instruction and assessment; are adaptable, responsive and inclusive of learners regardless of ability or background.
Differentiated Curriculum and Learning
Thirdly, CBE is keen in building on diversity and inclusion. How? By allowing teachers to adapt content, teaching methods (pedagogies), pace and assessment to meet learners’ peculiar needs. Meaning, learners do not have to learn the same content in the same way, at the same time, or at the same pace.
Parental Empowerment and Engagement
Consequently, CBE recognises that parents have a shared responsibility with schools: in supporting their children’s learning, growth and development. CBE advocates for provision of oodles of opportunities for parents to be empowered and engaged at all levels of basic education. The idea is, as parents collaborate with teachers, they become active contributors in the education of their children.
Community Service Learning
Moreover, CBE promotes experiential learning through the engagement with the real needs in the community. Learners are expected to apply the knowledge and skills in solving real societal problems as they enhance social responsibility, analytical ability, ethics, values, competencies and career-awareness.
Evincing Excellence
Finally, CBE values excellence in learners’ areas of strength, rather than the raw competition for craze of exams, game of grades and mean scores said to be the Achilles heel of the 8-4-4 System of Education. In CBE, learners are encouraged to evince excellence in what they do best, which supports motivation and promotes intrinsic achievement.
By Victor Ochieng’
Victor Ochieng’ is a career educator and a CBE Champion. He facilitates CBE Re-Tooling Programmes for Teachers and Principals. vochieng.90@gmail.com. 0704420232
