During the recent Madaraka Day long weekend, I met Naftaly Ochieng, a Grade Four pupil from a primary school in Usigu Sub-county, Siaya County, struggling with a homework assignment that raised serious questions about the implementation of the Competency-Based Education (CBE) curriculum.
One of the tasks required learners to explain the benefits of fruits in Agriculture, while another Home Science assignment focused on fuels and conservation, specifically charcoal and gas. Pupils were instructed to “search for information and make notes” on how these fuels can be used and conserved.
I shared the assignment with retired teacher Orifa Owadgi Akinyi, who acknowledged that the topics themselves were relevant and aligned with the goals of CBE.
“The subjects are appropriate because CBE seeks to help learners understand real-life issues such as fuel use and conservation,” he said. “However, the way the questions were framed leaves much to be desired and creates unnecessary challenges for learners.”
According to Owadgi, the biggest weakness lies in the instruction directing pupils to “search for information.” Such a task assumes that a nine-year-old learner possesses internet access, research skills, and the ability to analyse and summarise information independently.
Naftaly admitted that his teacher advised him to seek help from his grandmother, whom he fondly calls “Dana,” because she owns a smartphone and could access information online. Consequently, the grandmother, Ms Rachel Omolo Akonya, ended up doing most of the work.
ALSO READ:
Kenyan higher education on the right path, says PS Inyangala
This raises an important question: What happens to children whose parents or guardians do not own smartphones, lack internet connectivity, or have limited educational backgrounds?
“In reality, it is parents, guardians, domestic workers, or older siblings who end up completing such assignments,” Owadgi observed. “The purpose of CBE is to enhance comprehension, creativity and critical thinking, not to transfer academic responsibilities to adults.”
He further noted that asking Grade Four learners to research the use and conservation of charcoal and gas could expose them to safety risks. Such topics involve handling information about fire, charcoal stoves, and gas cylinders, which require careful adult supervision.
“Home Science should be practical, age-appropriate and safe,” he explained. “An open-ended instruction to research and write notes may tempt some children to experiment with potentially dangerous household equipment.”
The retired teacher also argued that the assignment attempted to cover too many concepts at once. Learners were expected to deal with Agriculture, Home Science, fruits, fuels, conservation, and research skills within a single homework task.
“CBE lessons should focus on one concept at a time,” he said. “Without guiding questions, clear expectations, or success criteria, assessment becomes subjective and confusing.”
Owadgi believes the solution is not to abandon the topic but to redesign the task to suit the learner’s age and abilities.
ALSO READ:
St Mary’s Nai teachers attend workshop on communication and school leadership
For instance, instead of asking pupils to conduct online research, teachers could ask them to identify two fuels used at home and draw them. Learners could then, with the assistance of an adult, list two safety measures observed when using a charcoal stove or explain why it is important to switch off a gas cooker after cooking.
Similarly, a lesson on fruits could require pupils to name three fruits they ate during the week and describe how they benefited from consuming them.
“These are practical, observable and relatable activities,” Owadgi explained. “They encourage learning through observation and discussion rather than internet searches.”
He also suggested simple conservation lessons that children can observe at home, such as covering cooking pots to reduce energy loss or soaking beans and maize before cooking to save fuel.
Most importantly, such activities do not require internet access.
“What happens when a learner comes from a household without a smartphone, data bundles, or educated adults to assist?” he posed. “The curriculum should be inclusive and considerate of such realities.”
At its core, Owadgi argues, CBE is designed to nurture critical thinking, communication, observation and problem-solving skills. These objectives can be achieved through age-appropriate activities such as talking, drawing, observing and listing, rather than assigning complex research tasks that many learners are not yet equipped to handle.
For CBE to succeed, homework should strengthen learning, not shift the burden to parents and guardians. The curriculum’s promise lies in making learning meaningful and accessible to every child, regardless of their background or circumstances.
By Ochieng Ndiewo
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
