The transition from traditional education to Competency-Based Curriculum (CBC) in Kenya and Uganda represents one of the most ambitious education reforms in East Africa. A recent comparative study by Wapukha Kituyi Daniel et al. (2024) explores the historical background, implementation, challenges, and possible solutions for CBC in the two countries, offering rich insights for policymakers, educators, and the public.
Promise of CBC
CBC marks a paradigm shift from rote learning to learner-centered education, where students are assessed on their ability to apply knowledge in real-world contexts rather than memorize content. Key benefits highlighted in the study include:
Holistic Development: CBC encourages critical thinking, creativity, collaboration, and problem-solving. Students are empowered to explore personal talents and develop digital, life, and vocational skills.
Parental and Community Engagement: Both Kenya and Uganda actively involve parents and local communities in the learning process, enhancing support for learners and contextualizing education.
Alignment with Global Education Trends: CBC follows international best practices in learner-centered frameworks, giving students skills that are market-relevant and globally competitive.
In Kenya, the government’s strategic rollout—from early childhood to junior secondary school—has included large-scale teacher retraining, recruitment of additional educators, and provision of learning resources. Uganda’s thematic CBC framework encourages hands-on learning and experimentation, with successes in integrating local languages and practical demonstrations in classrooms.
Perils and Challenges
Despite its promise, CBC faces systemic and operational hurdles:
Resource Intensity: CBC requires modern classrooms, laboratories, ICT tools, teaching aids, and adequately trained teachers—resources still limited, particularly in rural areas.
Teacher Preparedness: Many educators lack sufficient training in learner-centered pedagogies, assessment methods, and digital skills. Short, intensive training sessions have not fully addressed this gap.
High Student-Teacher Ratios: Large class sizes in Kenya (sometimes 50+ students) hinder interactive learning and individualized assessment.
Public Perception and Cultural Resistance: Communities accustomed to grading-focused education are slow to embrace skills-based learning. Some parents do not provide practical learning materials, while early pregnancies in rural Uganda disrupt learning continuity.
Policy and Funding Gaps: Capitation grants are often insufficient, creating resource shortfalls. In Uganda, inconsistent teacher payments exacerbate implementation challenges.
Policy Recommendations
The study recommends multi-pronged solutions for smoother CBC adoption:
Comprehensive Teacher Training: Continuous professional development and train-the-trainer programs at local levels to improve pedagogical and assessment skills.
Infrastructure Investment: More classrooms, teacher quarters, laboratories, and ICT integration to reduce overcrowding and improve learning outcomes.
Public Awareness Campaigns: Sensitizing parents and communities on CBC’s value beyond grades to foster cooperation and support.
Funding Reforms: Allowing minimal, community-sensitive fees and targeted resource allocation to ensure equitable access and sustainability.
University-School Partnerships: Collaboration between higher education institutions and schools to support CBC research, monitoring, and teacher preparation.
Conclusion
The CBC is not just an educational reform—it is a strategic tool for national development. Kenya and Uganda’s experiences show that while implementation is complex and resource-intensive, careful planning, teacher empowerment, and stakeholder engagement can maximize the curriculum’s impact. Success will depend on policy coherence, adequate funding, and a cultural shift in how societies value education, moving from rote memorization to competencies that equip learners for life, work, and civic participation.