The claim by some Senior School teachers that learners were not adequately prepared in Junior School has no solid basis. Such assertions not only misrepresent the intent of *Competency-Based Education (CBE)* but also undermine the collaborative effort required to make this system successful.
As I write this, I speak from experience as a Junior School teacher who prepared learners in Mathematics and Integrated Science as they transitioned to the STEM pathway in Senior School. These learners were not simply prepared to pass examinations; they were guided to acquire competencies, explore their interests, and make informed choices about their future. CBE emphasizes what learners can do with knowledge, not merely what they can recall.
It is therefore inaccurate to assume that learners joining Senior School are uniformly strong in all learning areas. Under CBE, placement is guided by interest, ability, and career aspirations. A learner may demonstrate strength and passion in sciences while still developing in other areas. This diversity is intentional and reflects the system’s focus on nurturing individual potential rather than enforcing uniform academic performance.
Grade 10 learners form the first cohort under CBE, and this demands patience and understanding. In Junior School, learners were in the exploration stage, where the emphasis was on exposure and foundational development. At this stage, competencies such as “critical thinking and problem solving,” “communication and collaboration,” and “learning to learn” were continuously nurtured. These competencies are not developed overnight; they require time, guidance, and consistent support.
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Senior School marks the specialization stage. Teachers are expected to guide learners to deepen their understanding in their chosen pathways. This means supporting them to strengthen competencies like “self-efficacy,” “digital literacy,” and “creativity and imagination.” Expecting learners to arrive fully formed defeats the purpose of a progressive education system.
Education under CBE is not about identifying weaknesses and assigning blame. It is about recognizing gaps and addressing them constructively. The role of a teacher has shifted significantly-from being the sole source of knowledge to becoming a facilitator of learning. As outlined in CBE principles, “the learner is at the centre of the learning process,” and the teacher’s role is to guide, mentor, and support.
A key concern raised by some Senior School teachers has been the lack of textbooks. However, this reflects a misunderstanding of CBE. The system does not rely solely on textbooks; instead, it encourages diverse learning resources, inquiry-based learning, and real-life application of knowledge. When learners engage in projects, discussions, and problem-solving activities, they actively develop competencies such as “citizenship,” “collaboration,” and “critical thinking.”
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Resistance to change has also contributed to the current disconnect. Some educators have continued to approach teaching with a mindset rooted in the 8:4:4 system, where emphasis was placed on content coverage and examination performance. CBE, however, shifts the focus to competency acquisition and practical application. Statements such as “assessment is for learning, not just of learning” highlight the need to continuously support learners rather than judge them based on initial performance.
It is important to remember that this is the first cohort under CBE. Challenges are expected, but they should not be used to discredit the foundation laid in Junior School. Instead, they should inspire innovation, reflection, and collaboration among educators.
The transition from Junior to Senior School should be seen as a continuum, not a disconnect. Junior School lays the foundation by nurturing essential competencies, while Senior School builds on these foundations through specialization. Success in this system depends on how well teachers at both levels work together.
Ultimately, this is not the time for a blame game. It is a time to embrace change, align our practices with the principles of CBE, and focus on the holistic development of learners. When teachers commit to nurturing competencies rather than defending systems, the true vision of competency based education-producing Engaged, empowered and Ethical citizens who will impact society positively -will be realized.
By Polycap Ateto
Polycap Ateto teaches Mathematics in Junior school
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