In the Kenyan Competency-Based Education (CBE) system, learning is not measured only by how much content a learner remembers but by how well the learner demonstrates competencies and values in real life. The curriculum is developed with an emphasis on seven core competencies and eight core values that every learner should gradually acquire throughout their schooling. Teachers, therefore, look for observable indicators in learners’ behaviour, participation, and performance to determine whether these competencies and values have been internalised.
Indicators that a learner has acquired the Seven Core Competencies
The first competency is communication and collaboration. A learner who has acquired this competency can express ideas clearly in speech and writing, listen attentively to others, participate in group discussions, and respect the opinions of peers. Such a learner works effectively in group tasks, shares responsibilities, and resolves conflicts respectfully. They also demonstrate confidence when presenting ideas before others.
The second competency is critical thinking and problem-solving. Indicators include the ability to ask thoughtful questions, analyze information before making conclusions, and apply knowledge to solve real-life problems. The learner compares different ideas, evaluates evidence, and proposes logical solutions during discussions or project work.
The third competency is creativity and imagination. A learner demonstrates originality when completing assignments, produces unique ideas in class discussions, and finds innovative ways to approach tasks. They show curiosity, enjoy exploring new possibilities, and often extend learning beyond what is required.
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The fourth competency is citizenship. Indicators include respect for national symbols, awareness of social responsibilities, participation in community activities, and appreciation of cultural diversity. A learner who has acquired this competency shows concern for the welfare of others and actively contributes to the well-being of the school community.
The fifth competency is digital literacy. A digitally literate learner can use technological devices appropriately for learning. They can search for information responsibly, create digital content such as presentations, and demonstrate awareness of online safety and ethics. They also show confidence in using technology to support learning.
The sixth competency is learning to learn. Indicators include curiosity, persistence in difficult tasks, and the ability to reflect on one’s own learning. Such learners set learning goals, seek feedback from teachers, and take responsibility for improving their performance. They are motivated and show independence in their learning activities.
The seventh competency is self-efficacy. A learner who has developed self-efficacy believes in their ability to succeed. They show confidence when tackling challenges, persevere despite setbacks, and maintain a positive attitude toward learning. They take initiative and demonstrate responsibility for their own actions.
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Indicators that a learner has acquired the Eight Core Values
The first value is love. This is seen when learners show kindness, empathy, and care for others. They help classmates who are struggling and demonstrate concern for people and the environment.
The second value is responsibility. Indicators include completing assignments on time, caring for school property, following instructions, and being accountable for one’s actions. Responsible learners can be trusted with leadership roles.
The third value is respect. Learners demonstrate respect by listening when others speak, obeying school rules, appreciating cultural differences, and showing courtesy to teachers, staff, and fellow students.
The fourth value is unity. Indicators include willingness to work with learners from different backgrounds, promoting teamwork, and avoiding discrimination or exclusion.
The fifth value is peace. Learners who demonstrate this value resolve conflicts calmly, avoid violence or bullying, and promote harmony among peers.
The sixth value is patriotism. This is seen when learners respect national symbols, participate in national celebrations, and express pride in their country while appreciating its diversity.
The seventh value is integrity. Indicators include honesty in academic work, refusing to cheat in examinations, telling the truth, and demonstrating moral uprightness even when no one is watching.
The eighth value is social justice. Learners demonstrate fairness, stand against discrimination, support equality, and advocate for the rights and dignity of others.
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In the Competency-Based Education framework, these competencies and values are not taught in isolation but are integrated into daily classroom activities, projects, and assessments. Teachers observe learners during lessons, group work, community service activities, and school life to identify these indicators. The ultimate goal is to produce learners who are not only academically knowledgeable but also ethical, skilled, innovative, and responsible citizens capable of contributing positively to society.
By Ashford Kimani
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