A program that focuses on the various learning process
outcomes (i.e., learner-applicable information, attitudes, and
skills) rather than simply on what learners can learn in based of
traditionally-defined subject content. I n principle, such a program is
learner-centred and can adapt to the evolving needs of students, teachers,
and community. aa It means that learning experiences and environments are
selected in order for students to develop and apply information, altitudes, and
skills to real-life circumstances. Competency-based curricula are usually
designed around a collection of cross-curricular and/or subject-specific core
competencies.
Competency-based curriculum helps to prepare students for
potential by supplying them with expertise and skills in a number of fields of
study. They are able to face challenges through a flexible training program
tailored to each individual student. In principle, such a program is
adaptable and learner-centred to the evolving needs of students,
teachers, and community. The founders of the CBC expect that by the end of
the learning process, every student will have learned critical thinking and
problem solving skills.
One of the main benefits of CBC education is that it focuses
on the advancement of real-world skills and competencies. Programs are designed
with the skills needed for a particular job in mind, ensuring that the material
is current. As a result, students are well-prepared for the workplace and have
specialized knowledge in their fields of interest.
CBC is unique in that it places a greater emphasis on what
students learn rather than the amount of time they spend receiving credits in
the classroom. This approach allows students to work at their own speed while
demonstrating mastery of the competencies needed by their chosen field of
study. Students benefit from CBE because of its flexibility, commitment, and
affordability.
The following are some of the main features of Kenya's
latest competency-based curriculum:
• Learners have strengthened their ability to understand,
manage, and draw on their own competencies and proof of learning.
• Valuable Information: CBC is organized and planned to meet
current needs, and graduates are more likely to find jobs following graduation.
• Increased Productivity: A competency-based method boosts
collaboration and constructive criticism.
• Individualized Guidance: Students receive personalized
help and support from their mentors or coaches, who offer programs that are
tailored to their skill.
• Engaging: One of the most critical benefits of
Competency-Based Curriculum is increased student participation.
• Self-paced: Instead of focusing on the journey, the
Competency-Based Curriculum focuses on the end result.
• Customer satisfaction: Employees who have been educated
using a competency-based methodology have a higher level of satisfaction.
• Practical Experience: CBC competencies, unlike
conventional degrees, place a strong emphasis on the skills that employers are
looking for.
• A better understanding of learning outcomes around the
university
• Job Retention: Employers' understanding of graduates'
skills and learning accomplishments has increased.
Choosing to introduce the CBC in Kenya was one of the best
decisions the KICD has ever made. However, there is still work to be done to
ensure that all of the relevant requirements are met. Learning opportunities
should be available at all levels and in all schools throughout the country, as
well as proper teacher preparation so that they can offer their best. Because
of the individual attention that each learner is expected to receive for
effectiveness, more teachers are needed to counter the teacher to learner
ratio. The actual pupil-to-teacher ratio in Kenya's public primary schools is
56:1, compared to a recommended PTR of 40:1. In public secondary schools, the
student-teacher ratio (STR) is 41.1. In public primary schools, there are
39,913 vacancies, and in high schools, there are 47,576 vacancies. As a consequence,
further work is needed.
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