The introduction of the Competency-Based Curriculum (CBC) in Kenya is a move that is yet to be fully embraced by some stakeholders in the country’s education sector. However, for Vivian Jelagat, a 25-year-old woman who earns a living as a sign writer in Baringo County, CBC represents hope for thousands of talented young Kenyans who were previously overlooked by the traditional education system.
A sign writer, also known as a sign painter, is a skilled artisan who designs, creates, and installs custom lettering, symbols, and graphics. Traditionally, sign writers painted signs on shopfronts, walls, and vehicles by hand. However, the digital age has introduced a new generation of sign writers who use design software to perfect their trade.
In an interview with Education News, Vivian expressed strong support for the newly introduced Competency-Based Curriculum, saying it will create thousands of job opportunities for people whose talents had been ignored by the old 8-4-4 education system.
“I had a dream of becoming a teacher, but after scoring a C- minus at Eldama Ravine Girls Secondary School, the system made me feel like I amounted to nothing. It was as if my eight years in primary school and four years in secondary school had proved that I had nothing positive to offer the world,” Vivian said with deep criticism of the 8-4-4 system.
She, however, celebrates the fact that through CBC, her Grade Six sibling can now bake cakes and make the whole family happy through practical skills learned in school.
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Vivian learned sign writing from her biological father, who earned a living through the trade after developing a passion for drawing. With little competition in the field, her father secured several contracts from business people and educational institutions. This enabled him to educate his children and provide basic needs for the family.
“After my dream of becoming a teacher was crushed, I became curious about sign writing, and my father offered to train me. He would give me a percentage of his earnings, and this motivated me to pursue it as a career,” Vivian narrated before ushering this writer into another fascinating world.
Her desire to become a professionally trained sign writer was, however, frustrated after discovering that no institution in Kenya is properly equipped to train sign writers specifically.
“I had set my sights on an institution in Nairobi’s Buruburu area, only to discover that they only teach Art and Design, not sign writing. I was forced to drop out because, apart from lacking training in my niche, the fees charged were also too expensive,” Vivian revealed.
According to the towering Kalenjin lady, these frustrations did not stop her from pursuing the field she loves. Her father became her strongest pillar, encouraging her to keep pushing forward.
A major breakthrough in her career came after she secured a sign writing contract at Poror High School, located near Eldama Ravine town.
“I earned a cool Ksh40,000 from that project, and with that money reflecting in my bank account, I became unstoppable,” she said joyfully before revealing another challenge she continues to face cultural stereotypes.
“Many people in my locality believe that women should not do the kind of work that I do. In sign writing, I often wear messy overalls splashed with paint. People throw discouraging words at me, not only men but even fellow women,” she said.
To some members of society, a woman involved in sign writing or machine repair is seen as someone trying to challenge African cultural norms and traditions.
Across many Kenyan communities, thousands of girls have been conditioned to believe that they are only suited for professions such as teaching and nursing, careers traditionally viewed as more friendly to women. However, Vivian has remained determined in pursuing her passion.
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Today, her phone is constantly ringing with calls from clients who believe in her services. Though she is yet to start a family of her own, Vivian is full of praise for her father and fiancé, both of whom have supported her journey fully.
She strongly believes that CBC will help unlock thousands of talents that have long remained trapped in a system that rewards examination grades more than practical skills and service delivery.
Unlike the 8-4-4 system, which heavily focused on academic performance and memorization, CBC emphasizes practical skills, creativity, innovation, and talent development. Under CBC, learners are encouraged to discover and nurture their abilities from an early age, whether in arts, music, sports, technology, mechanics, agriculture, or other technical fields.
Education experts believe that CBC could significantly transform Kenya’s economy in the coming years by producing graduates who are job creators rather than job seekers. The curriculum is expected to reduce overdependence on white-collar employment by encouraging self-employment and technical expertise.
For many years, Kenya has struggled with unemployment among graduates who excelled academically but lacked practical skills needed in the modern job market. CBC seeks to bridge that gap by aligning education with real-life skills and industry demands.
Supporters of CBC argue that if fully implemented, the system could help Kenya nurture a generation of innovators, entrepreneurs, artists, technicians, and skilled workers capable of driving the country’s economic growth.
For Vivian Jelagat, the future belongs to a society that values talent just as much as academic grades.
“In Kenya, there are many young people who are gifted with their hands, creativity, and practical skills. CBC is giving hope to such people. Not everyone is meant to become a lawyer, doctor, or teacher. Some people are born creators and innovators,” she said confidently.
By Jeremiah Chamakany
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