School administrators have been challenged to change how they communicate learners' academic progress to parents, amid concerns that some families are still interpreting Competency-Based Education (CBE) assessments through the traditional examination system.
Kenya Institute of Curriculum Development (KICD) Chief Executive Officer Charles Ong'ondo said many parents remained unfamiliar with the philosophy behind the new curriculum, nearly a decade after its introduction, making it necessary for schools to intensify sensitisation programmes.
He said parents needed a better understanding of the assessment grades, particularly the Emerging (EE) category, which should not be interpreted as an indication that a learner has failed.
Speaking during the Kenya Comprehensive Schools Heads Association (KECSHA) conference in Mombasa, Ong'ondo urged school heads to take responsibility for explaining the new assessment framework and ensuring that parents appreciate the different abilities and learning needs of their children.
He noted that, unlike the previous system, which placed considerable emphasis on examination scores and ranking, CBE evaluates learners against established learning outcomes and their individual progress. Learners, he said, should not be made to compete against one another but be supported to develop their abilities and achieve their potential.
Ong'ondo also called for stronger partnerships between schools and families, saying parental participation should go beyond attending occasional school meetings.
He encouraged institutions to involve parents in activities such as sports, music, tree planting and the release of assessment results, to help them understand how different school programmes contribute to learners' development.
The KICD chief further called for greater emphasis on values-based education, saying schools should deliberately nurture responsible, disciplined and patriotic citizens alongside imparting academic knowledge and practical skills. He challenged school leaders, teachers and other education stakeholders to demonstrate values such as integrity, honesty, respect, peace and love through their daily conduct.
He also highlighted the importance of Community Service Learning, saying learners should be equipped to apply classroom knowledge in addressing challenges affecting their communities. He cited environmental degradation, poor hygiene, inadequate nutrition and gender discrimination as some of the real-life challenges learners should be encouraged to understand and help address.
He urged teachers to adopt learner-centred approaches in which pupils actively participate in the learning process while educators provide guidance and support.
His remarks come as the education sector continues to strengthen the implementation of CBE, with schools expected to work more closely with parents and communities to ensure the curriculum achieves its intended objectives.
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