- Teachers have been urged to look beyond syllabus coverage and focus on measurable outcomes among learners under CBE.
- Hillary Muhalya reports that assessment should identify learning gaps while helping teachers determine appropriate interventions for learners.
- Teachers have also been challenged to strengthen pathway guidance, character development, responsible ICT use and senior school preparation.
A quality assurance spot check at Talau Comprehensive School has put the spotlight on what learners are actually gaining from Competency-Based Education (CBE), with teachers urged to move beyond syllabus completion and focus on measurable learner outcomes.
The assessment, conducted by Quality Assurance Officer Damaris Boit, focused on CBE implementation and how classroom teaching is translating into knowledge, skills, values and practical competencies among learners.
Speaking to the Talau Comprehensive School staff, Boit emphasised that effective curriculum implementation must ultimately be reflected in the learner.
“Do not measure the success of teaching only by the syllabus you have covered. Look at what the learner understands, what the learner can demonstrate and what the learner can apply,” Boit told the teachers.
She said professional records such as schemes of work, lesson plans and assessment documents remain important, but should support—not replace—the wider goal of meaningful learning.
Boit urged teachers to use classroom assessment to identify learning gaps and respond to learners who require additional support.
“Assessment should tell us where the learner is, where the learner needs help and what the teacher needs to do next. It should not simply be about recording marks,” she advised.
The message places learner progress at the centre of curriculum implementation, making classroom evidence an important part of determining whether learning is taking place.
With learners preparing for senior school, pathway selection is becoming an increasingly important part of their educational journey.
Boit encouraged teachers to help learners understand their options and make choices based on their interests, abilities, talents and aspirations.
“Do not allow a learner to choose a pathway simply because friends are choosing it. Help the learner understand their strengths, interests and aspirations before making that decision,” she said.
She also encouraged teachers to make career guidance a continuous process rather than waiting until learners are about to transition to senior school.
Boit stressed the importance of supporting learners according to their individual needs and abilities.
“Every learner has potential. Our responsibility as teachers is to identify that potential, nurture it and provide the support necessary for the learner to grow,” she said.
She noted that efforts to promote the girl child should go hand in hand with attention to the boy child.
Girls should be encouraged to pursue STEM opportunities where they have the interest and ability, while boys should equally receive the guidance, motivation and support they need.
“We should encourage our girls to participate in STEM, but we must also ensure that no boy or girl is overlooked. The principle should be that no learner is left behind,” Boit said.
Character, motivation and decision-making
The officer also urged teachers to pay attention to learners whose academic performance or personal circumstances may affect their confidence.
“A learner who is struggling today should not be made to believe that they cannot succeed tomorrow. Sometimes what that learner needs is encouragement, guidance and someone who believes in their potential,” she said.
She encouraged teachers to recognise effort and use assessment results to identify areas where learners require intervention.
Boit further reminded teachers that education should develop responsible individuals, not only academically successful learners.
“We want learners who can succeed in examinations, but we also want learners who are honest, respectful, responsible and able to make the right choices even when nobody is watching,” she said.
She encouraged schools to make integrity, discipline, respect, responsibility and empathy part of everyday school life.
As learners move towards senior school and greater independence, Boit said teachers should help them develop the ability to think through choices and understand consequences.
“Teach learners how to make decisions. Do not always make every decision for them. Give them opportunities to think, consider the consequences and seek guidance where necessary,” she advised.
Such skills, she noted, will remain important beyond school as learners make decisions about education, careers, relationships and their responsibilities in society.
The growing use of digital technology also requires schools to prepare learners to use ICT responsibly.
“ICT is a powerful learning tool, but learners must be taught to use it responsibly. They should know how to verify information, protect their personal details and use technology to support learning rather than avoid learning,” Boit said.
She also stressed the importance of academic honesty as learners increasingly encounter artificial intelligence and other digital tools.
Technology, she said, should support research, creativity and problem-solving while learners continue to develop independent thinking.
Senior school preparation
Boit urged teachers and parents to begin preparing learners for senior school well before the actual transition.
“Senior school preparation should not begin at the last minute. Learners need to understand what awaits them and develop the confidence, discipline and learning habits they will need,” she said.
She encouraged parents to work closely with teachers so that guidance provided at school is reinforced at home.
The spot check at Talau Comprehensive School has brought renewed attention to a central question in curriculum implementation: What difference is teaching making in the life of the learner?
For teachers, the challenge goes beyond completing schemes of work. It involves identifying learning gaps, nurturing talent, guiding educational choices, strengthening character and preparing learners for an increasingly complex world.
For parents, it means taking an active interest in the learner’s progress, interests, pathway choices and character development.
And for learners, it means taking increasing responsibility for their learning, choices, behaviour and future.
Ultimately, the success of teaching cannot be measured only by what appears in a teacher’s records.
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It is measured by what remains with the learner—the knowledge they can apply, the choices they can make, the problems they can solve, the values they demonstrate and the confidence with which they face the future.
By Hillary Muhalya
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