One of the defining features of the Competency-Based Education (CBE) system is its deliberate focus on values as a core outcome of schooling rather than an afterthought. Unlike previous systems, in which values were largely confined to the hidden curriculum, CBE makes it explicit that teachers must intentionally infuse values into the teaching and learning process. The values of love, responsibility, respect, unity, peace, patriotism, social justice and integrity are meant to be lived, modelled and practised daily in classrooms, not merely recited during assemblies. In this way, learning becomes a holistic process that nurtures both the learner’s intellect and character.
Love is the foundation upon which effective learning is built. In the CBE classroom, love is demonstrated through care, empathy and genuine concern for the learner’s well-being. When a teacher creates a safe and supportive environment, learners feel valued and are more willing to participate, take risks and express themselves. Love is infused when a teacher patiently supports a struggling learner, celebrates small successes and avoids humiliating language or actions. Through such interactions, learners internalise the idea that learning is not a competition but a shared journey where everyone matters.
Responsibility is another critical value that CBE seeks to nurture. Learners are expected to take ownership of their learning by setting goals, completing tasks and reflecting on their progress. Teachers infuse responsibility by assigning meaningful tasks, encouraging self-directed learning and holding learners accountable for their actions. Group work, project-based learning and community-linked activities provide practical opportunities for learners to understand that their choices have consequences. Responsibility is also modelled when teachers prepare thoroughly, keep time and honour professional commitments.
Respect is central to harmonious learning environments. In a diverse classroom, learners come from different backgrounds, abilities and experiences. CBE requires teachers to promote respect for self, others and the environment. This is achieved by encouraging active listening, polite communication and appreciation of differing opinions. When teachers respect learners’ voices and ideas, learners learn to respect authority and peers in return. Respect also extends to learning resources and school property, reinforcing the concept of shared responsibility.
Unity and peace are closely related values, especially important in a pluralistic society. Through collaborative learning experiences, learners are taught to work together towards common goals despite their differences. Teachers infuse unity by forming inclusive groups, rotating leadership roles and discouraging discrimination or exclusion. Peace is nurtured through conflict resolution strategies such as dialogue, negotiation and empathy. When disagreements arise, the classroom becomes a training ground for peaceful coexistence rather than a site of punishment and division.
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Patriotism in CBE goes beyond slogans and symbols. It is about nurturing a deep sense of belonging, pride and responsibility towards the nation. Teachers infuse patriotism by linking learning content to national heritage, culture and development goals. Learners are encouraged to appreciate national values, respect national institutions and contribute positively to their communities. Activities such as community service, environmental conservation and local problem-solving projects help learners see themselves as active citizens with a role to play in nation-building.
Social justice is a value that challenges learners to think critically about fairness, equity and inclusion. In the learning process, teachers infuse social justice by ensuring equal participation, accommodating learners with special needs and addressing biases that may arise in content or interactions. Discussions around real-life issues such as access to resources, gender equity and disability inclusion help learners develop empathy and a sense of moral responsibility. Through CBE, learners are guided to become advocates for fairness in both school and society.
Integrity is the anchor that holds all other values together. It involves honesty, accountability and consistency between words and actions. Teachers infuse integrity by modelling ethical behaviour, discouraging cheating and plagiarism, and rewarding effort rather than shortcuts. Assessment practices in CBE, which emphasise formative feedback and authentic tasks, provide opportunities to reinforce integrity. Learners learn that success achieved honestly is more meaningful and sustainable.
Ultimately, the infusion of these values is not achieved through isolated lessons but through everyday teaching practices, interactions and decisions. Teachers are the most potent instruments of value transmission, and their conduct speaks louder than any written curriculum. By consciously embedding love, responsibility, respect, unity, peace, patriotism, social justice and integrity into learning experiences, CBE aims to produce not only competent learners but also upright, responsible and socially conscious citizens. This is the true promise of Competency-Based Education: education that transforms both the mind and the heart.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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