This archive report was first published on 19 September 2019.
On September 19, 2019, the Education Cabinet Secretary George Magoha declared that the Grade Three assessments would be conducted throughout the term, serving as a mechanism for monitoring learners' mastery of the Competency-Based Curriculum.
However, the reality on the ground is quite different. Schools and teachers have interpreted the assessments as exams, a conventional orientation that is deeply ingrained in our education system.
One of the key lessons from this experience is the need for proper training and preparation of teachers on the implementation of the new curriculum and its mode of assessment. While the Teachers Service Commission (TSC) has conducted several refresher courses, it appears that these efforts have been ineffective, and a re-evaluation of the training program is necessary.
Another critical area that requires attention is the Education ministry's preparation for the Competency-Based Curriculum. The ministry has confidently declared that the curriculum is progressing smoothly, but there are serious technical and professional challenges that need to be addressed. The CBC presents a fundamentally different educational philosophy, shifting from teacher-centred learning to a learner-centric approach that emphasizes exploration, experimentation, creativity, and innovation.
The experience of the Grade Three assessments serves as a warning that any novel idea, including the CBC, risks failing due to poor execution. To avoid this risk, it is essential to review the curriculum concept, teacher preparation, resource provisions, and funding to ensure a successful implementation of the CBC.
