Right from the beginning of the implementation of the Competency Based Curriculum – CBC, I have been quite involved in empowerment matters in the school system. As such, it has been possible to interact with numerous stakeholders in the education system.
Foremost of them all are school principals who are either supportive to CBC or disinterested in the same. The later have in my view been largely influenced by limitation of information. The good news is that, our seminars coupled with publications titled Career Dynamics in the 21st Century and Living Beyond Survival have contributed substantially towards positively influencing some of the stakeholders.
Remember that the first publication titled ” Career is Dynamics in the 21st Century, was used for the architecture of the CBC, therefore being an easy reference. At the same time, we have continually become aware of the teething challenges encountered by the CBC.
Somehow, we are able to think through them. Unfortunately, we have not in any way been involved in the implementation of the CBC, therefore unable to share any ideas that are outside the KICD approved Career Dynamics in the 21st Century.
Nevertheless, we need to borrow some ideas from Japan, the home of CONTINUOUS IMPROVEMENT Concept better known as KAIZEN. In Japan, there is never a perfect situation. As such, there is always room for improvement. Having this in mind amongst many others, Japan kept uplifting it’s quality standards as it continued recovering from the impact of the 2nd World war.
Towards the end of the 20th Century and before the economic evolution of China, Japan had joined what is known as the Triad, which controlled the global economy. Triad players comprised of Europe, America and Japan. Kaizen or continuous improvement is what uplifted the Japanese Standards in almost all spheres of productivity or performance. Why share these seemingly critical historical perspectives?
Our education system through which we expect to uplift the performance standards of the human capital, can borrow a leaf from the Japanese experience. Immediately, the CBC was formulated, it was divided into early childhood education then 6 years in primary school. This was followed by three in Lower Secondary and a further 3 in Senior Secondary school.
Thus, the primary school education has been expected to stretch from Grade 1-6 after which students join Grade 7, 8 and 9 for Junior secondary, while grade 10,11 and 12 will be in Senior Secondary School. There is nothing wrong with that.
Nevertheless, there has been constant hue and cry of the challenges associated with transition to Junior secondary school will present. First, the children are too young to leave home for secondary schools.
Second, there has been need for construction of 20,000 classes to accommodate junior secondary schools.
Third, there will be likely wastage of 2 classes in every primary school in the country.
Fourth, There will be double intake in secondary schools in 2023 with aim of accommodating the Form one and the Grade 6 Classes. Fifth, the initiation of the boy child has been accustomed to class 8 students before proceeding to form 1. That has now become a challenge in most regions in the country. How will the initiation be handled as Junior Secondary School takes shape?
If I had been involved in the implementation of CBC, this is the strategy that I could have recommended. First, Grade 7 and 8 could have become branded as Upper Primary School thus avoiding any transition of the grade grade 6 class.
Second, Grade 9 and 10 could have become recognized as Junior Secondary School thus replacing form 1 & 2.. Third, Grade 11 & 12 could have been recognized as senior secondary school thus raplacing form 3 & 4.
Fourth, the issue of teachers could easily have been sorted by out. This approach could have addressed all the transition challenges that are likely to lead to failure of the CBC. Most importantly, there could have been no infrastructural developments especially with regard to new classrooms.
The only hitch could have been re-organizing the content to suit 2 years of upper primary, 2 years of Junior Secondary and 2 years of senior secondary school. Ideally, the concept of continuous improvement could easily have eliminated most of the previously unforeseen challenges. I believe this strategy makes sense even to the post-August 2022 government, doesn’t it?
FYI
Welcome for detailed and life Changing Empowerment Sessions for Teachers and also form 2, 3 and Form 4 Classes. We have so far been engaged in different schools spread around 12 Counties.
Rgds
Mwangi Wanjumbi (MKIM)
Personal Empowerment Coach
Seasoned Speaker/Trainer/Consultant on Strategy, Performance, Change Management and Leadership.
Competency Based Curriculum-CBC Architect
Author of 1. KICD approved Career Dynamics in the 21st Century, 2. Living Beyond Survival:No More Tiptoeing in Life
- The 21st Century Student:Are You Creating The Future Today? Also, Retired 5 Year Monthly Strategy Columnist (2013 – 2018) for The SMALL & MEDIUM ENTERPRISE Today. Contacts 254772516210/722516210
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