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= Competency Based Curriculum in Kenya = A competency based curriculum is a course of study at a school that focuses on knowledge, skills and problem solving skills of the learner rather than the more common focus on traditional subject content.

Traditional subject content includes subjects such as Maths, English and Science. A competency based curriculum allows Arts and Sports Science and Social Sciences in addition to traditional academic subjects.

A competency based curriculum follows a 2-6-3-3-3 system. Each number refers to the amount of years spent in each stage of schooling, e.g. primary. The school system has changed many times, shifting how many years are spent by a student in each part of the school structure. Previous schooling structures have been 7-4-2-3 and 8-4-4. Parents are struggling to adapt and support their children in the new curriculum, with huge projects being sent home for children to complete each week. Assessment styles and structures have also changed with the new curriculum, giving children 3 options to choose to specialise their studies. The assessments have moved form a knowledge and memory based style to a combined summative and formative style. A lack of readiness of schools in Kenya is also making the transition harder as it is very difficult to fully bring the competency based curriculum (CBC) into action.

History of the Curriculum in Kenya
Kenya's education system started out in 1963 with a 7-4-2-3 structure. This consisted of 7 years in primary school, 4 years in lower secondary, 2 years in upper secondary and then 3 years in university (more years at university are allowed). This was then replaced in 1985 with the 8-4-4 system. This was made up of 8 years in primary education, 4 years in secondary and 4 years minimum at university. Most recently (2017), the new competency based curriculum with a 2-6-3-3-3 structure was introduced. This is 2 years in pre-primary education, 6 years primary, 3 years junior secondary, 3 years senior secondary, and 3 years university education (minimum).

The change was triggered because of a realisation that Kenya wasn't producing enough students that were leaving school and were ready to go into the world of work. The Kenyan government also noticed that the old curriculum was struggling to accommodate for individual students' strengths and weaknesses.

Structure and System
The competency based curriculum is structured as 2-6-3-3-3 (pre-primary, primary, junior secondary, senior secondary, university). It takes 17 years to pass through the entire school system. Subjects are known as learning areas (eg. maths is a learning area), and topics are known as strands.

Students begin their schooling at age 4 when they enter pre-primary education. After the 2 years of pre-primary the student then moves into grade level education; this runs from Grade 1 to Grade 12. An exam is taken at the end of Grade 3 to assess whether the student can move to middle school and begin Grade 4. Primary runs from Grade 4-6 and junior secondary runs from Grade 7-9 (these 6 years of learning happen at middle school). During this primary education, parents are required to assist their children in their learning outside of school.

Two more assessments are taken during middle school, one at the end of Grade 6 and one at the end of Grade 9. When beginning Grade 10, the students can specialise their learning.

They have 3 routes they can take:

In each one of these pathways there are different tracks that they can take. In the Arts and Sports Science pathway the student can choose either Sports Science, Performing Arts, or Visual arts. In the Social Sciences pathway they can choose either Languages and Literature, or Humanities and Business studies. In the STEM pathway they can choose from, Pure Sciences, Applied Sciences, Technical and Engineering, or Careers and Technology Studies.
 * Arts and Sports Science
 * Social Sciences
 * Science Technical Engineering and Mathematics (STEM)

After completing Grade 10-12 in their specialised area, students have 3 options for their final 3 years of education:


 * University
 * Technical and Vocational Educational and Training (TVET)
 * Entrepreneurial business ?

Assessment in the Competency Based Curriculum
Assessments include exams as well as class-based assessments to determine whether a student can proceed to the next level of education. They are a balance between summative and formative. Assessment used to be based on memorisation and knowledge. All information learners learnt over a long time would be tested in one sitting, but this is not effective. Formative assessment is used to help schools assist students' learning needs, whereas summative assessment is used to help education authorities decide on resource allocation, pedagogy improvements and curriculum updates.

Assessments are carried out at the end of:


 * Grade 3
 * Grade 6
 * Grade 9

If exams aren't passed the student cannot proceed to the next level of education.

Strengths
Some positives of the competency based curriculum include:


 * It is a learner focused system - there is a focus on the learner individually rather than entire school performance
 * Class work and extracurricular activities are included in assessments
 * Focused on learners finding their potential - it is a positive system
 * Teachers see how the theory learnt in class is used by the student in outside of the classroom activities
 * Parents are engaged in learning, which means children learn even when they're not in the classroom
 * Discourages school dropouts as students are able to specialise on their interests
 * Encourages diversity as the curriculum helps learners accept everyone's differences with brain capacity, which is then mirrored onto other differences such as language
 * Encourages imagination and creativity - learners are allowed to discover new ideas

Limitations
Parents are struggling to assist their children with their homework. Some examples of projects that are sent home with children are: making a scarecrow and making wheelbarrows from cardboard.

These projects cause issues as:


 * 1) Some parents don't have time to help their child
 * 2) Some don't have the money to buy supplies - creating a divide between wealthy and poor families
 * 3) Some projects require technology such as phones, printers and the internet which many families don't have access to

Teachers are not yet fully trained in how to get the most out of the new curriculum, schools aren't prepared and there are no resources produced yet to help prepare or train teachers.