Competency Based Education is a new way of thinking in the Kenyan system of education designed by the Kenya Institute of Curriculum Development (KICD) and was launched by the Ministry of Education in 2017. Competency Based Curriculum replaces 8-4-4 curriculum.

Competency Based Education focuses on acquisition of competencies which enables the learners to cope with life challenges. Competency based Curriculum focuses on the achievement of learning outcomes in terms of the desired behavioral changes for the effective performance of a real-world task or activity.

The search for a relevant and a holistic curriculum of study that nurtures learners’ potentials and integrates both schooling and co-curricular activities has led to the evolution of the Competency Based Curriculum (CBC) in Kenya.

The overarching aim of the new curriculum is to equip citizens with skills for the 21^stCentury. CBC captures the aspirations of the country which places emphasis on the learners’ competence, character, patriotism, citizenship and ability to coexist as a responsible citizen.

The designing, development and launching of the new curriculum was spearheaded by the Kenya Institute of Curriculum Development and is the product of the taskforce on re-alignment of the Education Sector (Republic of Kenya, 2012; KICD, 2016) which was mandated to review and align the education, training and research sector in accordance with the constitution of Kenya. It focuses on the achievement of learning outcomes in terms of the desired behavioral change for the effective performance of a real-world task or activity (Weddel, 2009).

Factors that led to the Introduction of the CBC Curriculum

The previous education system was facing numerous challenges some of which have to do with the quality of the graduates and others which are influenced by the changing trends in the society.

The quality of the prospective graduate employees, is wanting, as they are unemployable, that is:

1. They have little or no technical expertise.
2. The quality of learning is low, and
3. They lack market exposure (Muiruri, Awori and Nyasike, 2015: British Council report, 2015)

This has posed challenges in the society such as:

1. Unemployment among the graduates.
2. Not producing individuals who are intellectually, emotionally and physically balanced and
3. Inequality (OEDD,2012)

Besides, the curriculum review is critical as there is a need to embrace a curriculum that is changing. This has also been informed by the need to embed a national values system as well as to enhance acquisition of 21^st Century skills.

Reasons for Curriculum Change

1. 8-4-4 was too academic and exam-oriented thus resulting to content overload.
2. Secondary school graduates did not acquire entrepreneurial skills for self-reliance and as a result there was high unemployment rate arising from this phenomenon.
3. Most schools were not adequately provided with equipped workshops to facilitate the learning of practical skills.
4. The curriculum made little provision for the recognition of a students’ potential talents and gifts.
5. The old system did not provide flexible education pathways for identifying and nurturing student talents and interests early enough to prepare them for the world of work, career progression and sustainable development.
6. Due to high unemployment rate, there was a risk of emergence of social vices such as increased crime, drug abuse and antisocial behavior.
7. Assessment which is crucial for the provision of quality education was limited to summative assessment whilst the majority of teachers hardly used formative assessment. This led to a situation where there was fierce competition in passing exams instead of focusing on the acquisition of requisite knowledge and skills.

Changes in the New the Curriculum

1. In the new curriculum the class is now known as Grade.
2. ECD has two levels only (Pre-primary 1 and 2) that is PP1 and PP2.
3. Subject areas are now reoffered to as learning areas.
4. Topics/ sub-topics are now known as strands/ sub-strands.
5. Learning outcomes in the new term that replaces lesson objectives.
6. Learning resources are used instead of teaching aids.
7. CBC is divided into three levels as:

-Early Years Education.

-Middle School Education.

-Senior school.

The competency Based Curriculum (CBC) consist of 2-6-3-3-3 education cycle.

Competency Based Curriculum key benefit is that learning centers on real-world skills and competency development. The programs are designed around competencies that are needed for a particular career ensuring that the material is relevant. The outcome is that students are workplace ready and have expertise in their chosen field.

Competency Based Curriculum offers so many benefits not only to a learner but also the parents and the teachers. There is maximal engagement of all the stakeholders involved.

The Education system in Kenya is changing and it is time to rethink the way we conceive Education. Competence-based curriculum sets students up for success by developing their skills in a personalized manner, instead of focusing on content knowledge alone. This new form of teaching requires more than just teachers; it takes an entire community effort to rework how our children are educated.