NAIROBI, Kenya, Oct, 13 – Deputy President Rigathi Gachagua has revealed that his administration does not intend to get rid of the Competency Based Curriculum (CBC) amid concerns by a section of stakeholders.
According to Gachagua, the government will only seek to strengthen the CBC in order to best serve and befit learners.
“The CBC is not being repealed, What this team is doing is to look at it, get the views of stakeholders and Kenyans to keep and improve what is good and address challenges of where there could be a weakness for our children. That is the position,” he said.
Gachagua was making reference to a 42-member taskforce instituted by President William Ruto to review the CBC.
The 42 member taskforce will also deliberate and review the state of basic education, technical and university education.
According to the gazette notice, the taskforce is expected to issue a process report every two months to the head of state before finally presenting its final reports in six months’ time.
Gachagua officially commissioned the taskforce on Wednesday. It will be chaired by Prof Raphael Munavu.
The CBC is intended to address the skill mismatch between the training and labour market.
On Basic Education, the taskforce will be required to cause and undertake summative evaluation of the competency-based curriculum, assess and recommend an appropriate structure to implement the competency-based curriculum, study all laws governing the basic education sub-sector, and make recommendations for review of these legislations with a view to addressing duplication, ambiguities, efficiency constraints and improving linkages.
The taskforce will also be expected to study, assess, and make recommendations on, the conceptualization and implementation of key tenets guiding the competency-based approach including but not limited to value-based education, community service learning, parental empowerment, and engagement.
“The assessment and examination framework,the quality assurance and standards framework,the teacher education and training framework for both pre-service and in-service, the teacher deployment framework,the technology for curriculum delivery, improved learning outcomes and education management,the governance mechanisms of learning institutions and sharing of resources across schools and TVET institutions to ensure maximum utilization of public resources for improved learning outcomes,”
They are also expected to review and recommend a framework for physical and e-infrastructure development and coordination of public and private. Also, review partnerships for improved access and quality provision; and review and recommend a tracking system to capture and enroll children of school age to ensure universal access to pre-primary, primary, and secondary education.
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