Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA

Abstract

This research examines the nature, enactment, and assessment of Competency-Based Curriculum (CBC) models in the United States and South Korea to highlight lessons and strategies that Kenya can utilize to improve CBC implementation. A scoping review of various databases was conducted to search for peer-reviewed articles documenting empirical evidence on implementing and assessing CBC education models in the USA, South Korea, and Kenya. Two researchers from each country screened, extracted the data, and evaluated the records using a custom quality rating scale following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension checklist for scoping reviews. Evidence from the USA and South Korea indicated that the implementation of CBC resulted in improved problem-solving skills, lifelong learning skills, self-efficacy, and autonomy in learners. There is limited evidence from Kenya on the effect of CBC models on learners’ key competencies. Challenges in the three countries include lack of teacher training opportunities, low funding for implementation, inconsistent pedagogical approaches and assessment techniques. The Kenyan government and education stakeholders can address the CBC implementation challenges by using evidence from other studies and countries on teacher training and aligning goals at the school, local authority, regional authority, and national levels.

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

“…Regarding the advantages of problem-solving in the Kenyan Competency-Based Curriculum (CBC) education, Muchira, Morris, Wawire, and Oh (2023) elaborate that learners who possess these skills have an edge in independently devising solutions for new problems compared to their peers whose education does not prioritize this fundamental ability. Similarly, the Presidential Working Party on Education Reform (2023) taskforce report states that the CBC can equip students with the skills they need to thrive in the twenty-first century, including problem-solving, critical thinking, and teamwork.…”

“…Similarly, the Presidential Working Party on Education Reform (2023) taskforce report states that the CBC can equip students with the skills they need to thrive in the twenty-first century, including problem-solving, critical thinking, and teamwork. According to the insights provided by Muchira et al (2023) and Kenya (2023), problem-solving education aids students in devising solutions for challenges encountered in educational environments as well as in their future professional endeavours. However, it is important to note that the aforementioned research studies on problem-solving techniques primarily focused on basic education rather than university education, which is the specific subject of this study.…”