The national discussion surrounding the Competency-Based Curriculum recommends that public concern over the state of our education is at an all-time in height.
It has been supposed that the Kenya Kwanza government’s place on the Competence-Based Curriculum will be influenced by public opinions, but this has not motionless ongoing discussion concerning the prospect of recurring to the 8-4-4 system.
The likelihood of undoing the development made since the introduction of the Competence-Based Curriculum in 2017 is what has education stakeholders uncomfortable.
Kenya Kwanza’s education agreement that proposed an appraisal of the Competence-Based Curriculum perhaps muddied the waters about the importance of the Competence-Based Curriculum.
This triggered a debate on whether the appraisal aimed at scrapping or reforming of Competence-Based Curriculum.
With the persuasive stories of innovation by learners across the board since the approval of Competence-Based Curriculum can we afford to scrap the Competence-Based Curriculum?
To pursue an answer, let’s begin by asking, what drive does education serve? If you were to ask even a comparatively small group of Kenyans to discourse the question, it would be tough to reach an agreement.
The goalmouth of education globally has factually changed in response to social demands.
The essential goals of education have involved everything from teaching young individuals about religious beliefs to drilling them to live in an egalitarianism, absorbing settlers into society, and preparing workers for the commercial workplace.
As a teachers formulate young people for their commodities in a world that is quickly changing, what is the goal? To generate adults who can contest in a global economy? To create enduring learners? To create passionately healthy adults who can involve in meaningful relationships? Yes.