EDUC121

CURRICULUMDEVELOPMENT

Assignment2

Group4

1.EDS/M/2876/09/22-OBAREPRAVIN

2.EDS/M/1662/09/22-Brendajemutai

3.EDS/MG/2196/09/20-KirongaKodhek

4.EDA/MG/2003/09/22-Evanskisotu

5.EDA/MG/3616/09/22.ROTICH KELVIN

6 BAC/M/0128/01/23 Violet N Kinandu

7.

8.

SECTION1

1.MainObjectivesoftheCompetency-BasedCurriculum(CBC)

TheCompetency-
BasedCurriculum(CBC)inKenya,asoutlinedintheBasicEducationCurriculumFramework(BECF),hasseveralke
yobjectives:

HolisticDevelopment:CBCaimstodeveloplearnersholisticallybyfocusingontheacquisitionofknowledge,skill
s,values,andattitudesthatcanbeappliedinreal-
lifesituations.Itemphasizesnotonlyacademiccompetencebutalsopracticalskills,emotionalintelligence,and
moraldevelopment.

Learner-
CenteredApproach:Thecurriculumisdesignedtocatertoindividuallearnerneedsandrecognizesthatstudents
havedifferentlearningpacesandstyles.Itemphasizesactiveparticipationbystudentsintheirownlearningproc
ess.
Skill-BasedLearning:CBCprioritizesthedevelopmentofcriticalcompetenciesthatincludecreativity,problem-
solving,collaboration,communication,anddigitalliteracy,ensuringstudentsarepreparedforfuturejobmarke
tsandtheevolvingworld.

ParentalandCommunityInvolvement:Theframeworkhighlightstheroleofparentsandthecommunityintheed
ucationprocess,fosteringacollaborativeenvironmentforlearnerdevelopment.

EmphasisonContinuousAssessment:Insteadofasingleexamattheendofthelearningcycle,CBCusescontinuou
sassessmenttomonitoralearner'sprogress.Thisensuresamorecomprehensiveandongoingunderstandingofl
earnergrowth.

InclusiveandEquitableEducation:CBCaimstoensurethateducationisaccessibletoallchildren,includingthose
withdisabilities,thuspromotinginclusivity.

2.DifferencesbetweenCBCandthePreviousContent-BasedCurriculum

FocusonCompetenciesvs.Content:Theprevioussystemwascontent-
heavy,focusingonrotememorizationoffactsandtheoreticalknowledge,whileCBCemphasizesthedevelopme
ntofcompetenciessuchasproblem-solving,creativity,andpracticalskillsthatcanbeappliedinreal-
lifecontexts.

Learner-Centeredvs.Teacher-
Centered:Intheoldcurriculum,theteacherwastheprimarysourceofknowledge,andstudentswerepassivereci
pients.CBCshiftstoamorelearner-
centeredapproach,wherestudentstakeanactiveroleintheirlearningprocess.

AssessmentMethods:Thepreviouscurriculumheavilyreliedonsummativeassessments(examinationsatthee
ndofthelearningcycle)thatdeterminedastudent'ssuccess.CBC,ontheotherhand,employscontinuousassess
mentsthattrackprogressovertimeandevaluatepracticalapplicationofknowledge.

InclusivityandDifferentiation:CBCismoreinclusive,accommodatingdifferenttypesoflearners,includingthose
withspecialneeds,throughindividualizedlearningplans.Theoldcurriculumwasmoreuniformanddidnotcater
effectivelytolearnerswithdifferentabilities.
LifeSkillsandValues:CBCemphasizesnotjustacademicsubjectsbutalsoessentiallifeskills,values,andattitudes
thatlearnersneedtonavigateeverydaylifeandfuturecareers.Thepreviouscurriculumwasmorefocusedonthe
oreticalknowledge,oftenneglectingpracticallifeskills.

3.PhilosophicalUnderpinningsoftheCBCinKenya

TheCBCinKenyaisgroundedinseveralkeyeducationalphilosophies:

Progressivism:Thisphilosophyemphasizesexperientiallearning,wherestudentslearnbydoing.CBCalignswith
progressivismasitencouragesactiveparticipation,problem-solving,andhands-
onlearningexperiences,movingawayfrompassivememorization.

Constructivism:Constructivismpositsthatlearnersbuildknowledgethroughexperienceandreflection.CBCpr
omotesthisbyencouraginglearnerstoconstructtheirunderstandingofconceptsthroughreal-
lifeapplicationsandactivities.

Humanism:Humanismfocusesonthepersonalgrowthanddevelopmentofthewholechild,bothemotionallyan
dmorally.CBCincorporatesthisphilosophybyemphasizingthedevelopmentofvaluesandemotionalintelligen
ce,inadditiontocognitiveskills.

SocialReconstructionism:Thisphilosophyadvocatesforeducationthataddressessocialproblemsandencoura
geslearnerstobecomechangeagentsinsociety.CBCpromotesthisbyintegratingissuessuchasenvironmentals
ustainability,socialjustice,andcommunityinvolvementintothecurriculum,aimingtocreateresponsibleandso
ciallyconsciouscitizens.

Perennialism(toalesserextent):ThoughCBCislargelyinfluencedbyprogressiveideas,perennialismalsoplaysa
minorrole,particularlyinthefocusoncriticalthinking,problem-
solving,andthepursuitofuniversaltruthsthroughinquiry-basedlearning.

2.StructureoftheCBC
TheCompetency-
BasedCurriculum(CBC)isaneducationalframeworkimplementedinKenyathatfocusesondevelopingalearner
'scompetenciesandskillsatvariousstagesoftheiracademicjourney.HereisanoverviewofitsstructurefromEarl
yYearsEducationtoSeniorSchool:

1.EarlyYearsEducation(Pre-PrimaryandLowerPrimary)

ThisstageincludesPre-Primary1and2andGrades1to3.

Pre-Primary(PP1andPP2):Ages4–6

Childrenareintroducedtofoundationallearning,emphasizingsocialization,play-
basedlearning,andbasicliteracyandnumeracy.Competenciessuchascommunication,creativity,andcriticalt
hinkingareemphasized.

LowerPrimary(Grades1–3):Ages6–9

LearnersengageinmorestructuredlearningwithafocusonfoundationalsubjectslikeMathematics,Language(
EnglishandKiswahili),EnvironmentalActivities,andCreativeArts.Thekeycompetenciesdevelopedatthisstage
includeproblem-solving,digitalliteracy,andself-efficacy.

2.MiddleSchool(Grades4–9)

ThisstageincludesUpperPrimary(Grades4–6)andLowerSecondary(Grades7–9).

UpperPrimary(Grades4–6):Ages9–12

ThecurriculumbroadenstoincludesubjectslikeScienceandTechnology,Agriculture,andSocialStudies.Keyco
mpetenciesincludecollaboration,creativity,digitalliteracy,andentrepreneurialskills.

LowerSecondary(Grades7–9):Ages12–15

Learnersareexposedtoawiderarrayofsubjectsandengagemoredeeplywithtechnicalandvocationalsubjects.
Theintroductionofoptionalsubjectshelpslearnersidentifytheirstrengthsandinterests.Emphasisisplacedonc
riticalthinking,problem-solving,anddigitalliteracy.
3.SeniorSchool(Grades10–12)

Thisstagemarksatransitionfromgeneraleducationtospecializedlearningbasedonindividualinterestsandcar
eergoals.Learnerschooseoneofthethreepathwaysoffered:

KeyPathwaysinSeniorSchool

ArtsandSportsScience:Forlearnersinterestedincreativeindustriesandsportscareers.Thispathwayfocuseson
competenciessuchascreativity,innovation,teamwork,andentrepreneurship.

SocialSciences:Focusesonfieldslikelaw,humanities,andsocialstudies.Keycompetenciesincluderesearch,co
mmunication,criticalthinking,andproblem-solving.

Science,Technology,Engineering,andMathematics(STEM):Gearedtowardscareersinfieldslikeengineering,
medicine,technology,andphysicalsciences.Thecurriculumemphasizesscientificinquiry,innovation,technol
ogicalskills,andcriticalthinking.

RoleofPathwaysandTracksinSeniorSchool

Thepathwaysandtracksatthisstageguidelearnersintodifferentcareerpathsbasedontheirtalents,interests,a
ndabilities.Byofferingspecializedtracks,CBCensuresthatlearnersacquirethenecessaryknowledge,skills,and
attitudesfortheirchosencareerfields.Forexample,astudentintheSTEMpathwaymightfocusonsubjectslikePh
ysics,Chemistry,andComputerScience,whileastudentintheArtspathwaymaytakespecializedcoursesinvisua
larts,music,ordrama.

PreparationforCareerPaths

STEMpathwayprepareslearnersfortechnicalprofessionssuchasengineering,architecture,andhealthscience
s.

ArtsandSportspathwayprepareslearnersforcareersinthecreativeindustry,suchasmedia,performingarts,an
dprofessionalsports.

SocialSciencespathwayequipslearnersforcareersinlaw,business,education,andsocialwork.

3
3.CurriculumDesignandContent

CoreCompetenciesEmphasizedinCBC(Competency-BasedCurriculum):

TheCBCinKenyaemphasizes7corecompetenciesaimedatequippinglearnerswithessentialskillsforthe21stce
ntury.Theseare:

CommunicationandCollaboration–
Learnersareencouragedtoexpressthemselvesclearlyandworkeffectivelyinteams.Theseskillsarecrucialforfo
steringteamwork,activeengagementinsociety,andimprovedinterpersonalrelationships.

CriticalThinkingandProblemSolving–
Thisinvolveslearnersanalyzingissuescriticallyandcreativelytosolveproblems,whichiskeyforKenya'sgrowing
economyandsocietaldevelopment.

ImaginationandCreativity–
Learnersareencouragedtousecreativityandimaginationinthinking,whichisimportantforinnovationandentr
epreneurshipinarapidlychangingworld.

LearningtoLearn–Fosteringlifelonglearningskillsisacentralgoal,makinglearnersindependentandself-
driven,withthecapacitytocontinueacquiringknowledgebeyondformaleducation.

Citizenship–
Instillinginlearnersthevaluesofresponsibleandactivecitizenship,enablingthemtocontributepositivelytothe
communityandnation-building.

DigitalLiteracy–
Astechnologybecomesintegraltoeveryaspectoflife,thiscompetencyensureslearnersarewell-
versedinusingdigitaltoolsandresources.
Self-efficacy–
Learnersaretaughttobelieveintheircapabilitiesandtakeinitiativeindifferentlifesituations,anessentialquality
forpersonalsuccessandleadership.

ImportanceforKenya'sEducationalGoals:

ThesecompetenciesalignwithKenya’sVision2030,whichfocusesontransformingthecountryintoanewlyindu
strializedmiddle-incomenation.Bycultivatingthesecompetencies,CBCaimstodevelopwell-
roundedindividualswhoarenotonlyskilledforthejobmarketbutalsoresponsiblecitizenswiththeabilitytoinno
vateandadapttoglobaltrends.

Characteristicsofa21stCenturyLearner:

A21st-centurylearneris:

Tech-Savvy:Comfortablewithusingdigitaltoolsandplatformsforlearning.

Collaborative:Workswellinteamsandvaluescollectiveeffortsoverindividualachievement.

CriticalThinker:Abletoanalyze,evaluate,andcreatesolutionsforcomplexproblems.

CreativeandInnovative:Usesimaginationtocomeupwithnewideasandperspectives.

LifelongLearner:Continuouslyseekstolearnanddevelopbothpersonallyandprofessionally.

GlobalCitizen:Understandsculturaldiversity,hasempathy,andtakespartinglobalissueslikesustainabilityand
humanrights.

PillarsofCBC:

TheCBCisanchoredonthefollowingpillars:

Values-
BasedEducation:Emphasizingintegrity,respect,unity,patriotism,andsocialresponsibilitytomoldmorallysou
ndindividuals.

Learner-
CenteredEducation:Thecurriculumfocusesontheindividuallearner’sneeds,interests,andabilities,ensuringt
hatlearningisrelevanttotheirlivesandcontexts.
Competency-
BasedLearning:Shiftingfromcontentmemorizationtopracticalapplication,wherelearnersdemonstratemast
eryofskillsratherthanjustacquiringtheoreticalknowledge.

Inclusivity:Cateringtodiverselearners,includingthosewithspecialneeds,toensurethatnochildisleftbehind.

ValuesofCBC:

KeyvaluesemphasizedinCBCinclude:

LoveandUnity

PeaceandPatriotism

IntegrityandResponsibility

RespectforDiversity

HardWorkandPerseverance

SustainableDevelopment

Thesevaluesshapelearnersintoresponsiblecitizenswhocancontributepositivelytosocietyandnationaldevel
opment.

PrinciplesofCBC:

Inclusivity–Ensuringthatalllearners,includingthosewithdisabilities,canaccessqualityeducation.

Relevance–Ensuringthatthecurriculumcontentisrelevanttolearners'experiencesandtheneedsofsociety.

Learner-Centeredness–
Focusingonlearners'experiencesandallowingthemtoactivelyengageinthelearningprocess.

Integration–Cross-curricularlearningthatconnectsdifferentsubjectstofosteradeeperunderstanding.

Flexibility–Allowingadjustmentsbasedonlearners’needsandinterests.

Competency-BasedApproach–Focusingonpracticalapplicationandmasteryofskillsovermemorization.

StrengthsofCBC:

FocusonPracticalSkills:TheCBCemphasizeshands-onlearningandreal-
worldapplications,helpinglearnersapplyknowledgeinlifeandworksettings.
IndividualizedLearning:Learnersprogressattheirownpace,accordingtotheirstrengthsandweaknesses,maki
ngeducationmorepersonalized.

DevelopmentofHolisticIndividuals:Byfocusingoncognitive,emotional,andphysicaldevelopment,CBCprepar
eswell-roundedindividuals.

EnhancedTeacher-
LearnerInteraction:CBCencouragesmoreengagementbetweenteachersandlearners,withteachersactingasf
acilitatorsoflearningratherthanjustinstructors.

PreparednessforFutureChallenges:TheCBCequipslearnerswithcompetenciesthatarevitalinthemodernjob
market,suchasdigitalliteracy,creativity,andproblem-solving.

IncorporationofValuesandCompetenciesinCurriculumDesign:

CBCintegratesvaluesandcompetenciesacrossdifferentsubjectstoensurelearnersarepreparedbothacademi
callyandsocially.Forexample:

InScience,learnersareencouragedtousecriticalthinkingandcreativitytosolvereal-
worldenvironmentalissues,suchasclimatechange.

InSocialStudies,thefocusisoncitizenshipandunderstandingculturaldiversity,fosteringasenseofcommunitya
ndnationalunity.

InLanguageArts(EnglishandKiswahili),learnersdevelopcommunicationskillsthroughdebates,publicspeakin
g,andwriting,whilealsolearningrespectfordifferentculturesthroughliterature.

InDigitalLiteracy,learnersnotonlyacquiretechnicalskillsbutalsoexploretheethicaluseoftechnology,emphasi
zingresponsibilityandintegrity.

Section2

CBCImplementation

CBCImplementation:FoundationsofCurriculum
HistoricalFoundations

Thehistoricalfoundationsofacurriculuminvolvetheevolutionofeducationalsystemsovertime.InthecaseofKe
nya,colonialinfluencesandpost-
independencereformshaveshapedthecurriculumsignificantly.Earliersystemswereheavilycontent-
focused,favoringrotememorization,butmoderneducationalreforms,likeCompetency-
BasedCurriculum(CBC),emphasizeskillsandcompetencies.Historicalevents,suchastheriseofindustrializatio
nandtechnologicaladvancements,havecontributedtomakingeducationmorerelevanttonationalgoals,enco
uragingcreativity,innovation,andproblem-solvinginsecondaryschoolcurricula.

PsychologicalFoundations

Psychologicalfoundationsfocusonhowstudentslearnandhowtheircognitive,emotional,andsocialdevelopm
entcanbesupported.Thetheoriesofbehaviorism,cognitivism,andconstructivismhaveplayedsignificantrolesi
nshapingmoderncurricula.Forinstance,insecondaryschools,understandinghowstudentsdevelopcognitivel
yinformsteachingmethods.WiththeCBC,there’safocusonindividualizedlearning,wherebystudentsactivelyp
articipateinlearningthroughexperiences,promotingdeeperunderstandingandapplicationofknowledge.

PhilosophicalFoundations

Philosophicalfoundationsshapethevalues,beliefs,andaimsofeducation.Differentphilosophies—
suchasperennialism,progressivism,essentialism,andreconstructionism—
determinethegoalsofacurriculum.InKenya'sCBC,thephilosophyleansmoretowardprogressivism,focusingo
nthelearner'sabilitytosolvereal-
worldproblems,engageincriticalthinking,andactivelyparticipateinsociety.Thisphilosophicalshiftfromteach
er-centeredtolearner-
centerededucationhasinfluencedthedesignofthesecondaryschoolcurriculumtoprioritizepracticalskillsand
competenciesoverthemereacquisitionofknowledge.

SociologicalFoundations

Thesociologicalfoundationsofcurriculumexaminetheroleofeducationinsociety.Educationreflectssocietaln
eeds,cultures,andvalues.InKenya,theCBCaddressesthesocio-
economicdiversityofthecountrybypromotinginclusivityandskillsthatarerelevanttodifferentcontexts—
bothurbanandrural.Issuessuchasglobalization,socialjustice,andeconomicequityarecriticalindeterminingth
ecurriculumcontentandoutcomesforsecondaryeducation.
ContributiontoSecondarySchoolCurriculum:Eachofthesefoundationshasshapedthesecondaryschoolcurric
ulumbyinfluencingwhatistaught,howitistaught,andwhyitistaught.Thehistoricalfocusshiftstowardpractical,
skill-basedlearning,thepsychologicalgroundingemphasizeslearner-
centeredapproaches,thephilosophicalframeworkinfluencestheoverallgoalsofeducation,andthesociologic
alaspectensuresthateducationremainsrelevantandequitabletosocietalneeds.

ModelsofCurriculumDevelopment

TylerModel

TheTylerModel,alsoknownasthe"objectivemodel,"focusesonsettingeducationalobjectives,organizinglear
ningexperiencestoachievethoseobjectives,andevaluatingprogress.Thismodelemphasizesasystematicappr
oachtocurriculumdevelopment,ensuringalignmentbetweeneducationalgoals,teachingstrategies,andasse
ssmentmethods.Insecondaryschools,theTylermodelensuresthatclearlearningoutcomesareestablished,an
dteachersareguidedonhowtoachievethesegoalsthroughinstruction.

TabaModel

HildaTaba'smodelisinductiveandemphasizestheinvolvementofteachersincurriculumdevelopment.Itfollow
sstepssuchasdiagnosingneeds,formulatingobjectives,selectingcontent,organizingcontent,selectinglearnin
gexperiences,andevaluation.TheTabamodelallowsforflexibilityandpromotesteacherautonomy,makingits
uitableforCBC,whereeducatorsmustadaptthecurriculumtomeettheuniqueneedsofstudents.

WheelerModel

Wheeler’scyclicalmodelseescurriculumdevelopmentasanongoingprocessthatdoesnotendwithevaluation.
Itstartswithobjectives,continuestoselectionandorganizationofcontent,learningexperiences,andthenevalu
ation,whichfeedsbackintore-
examiningtheobjectives.ThiscontinuousfeedbackloopisvitalinCBC,whereconstantreflectionandrevisionen
surethatthecurriculumremainsrelevanttolearners'needs.

CurriculumDesignApproaches

DefinitionofCurriculumDesign
Curriculumdesignreferstothestructureorlayoutofacurriculum,includingthewaycontentisorganized,taught,
andassessed.Thedesignapproachdetermineshowstudentsexperiencelearningandwhatkindsofknowledgea
ndskillstheyacquire.

Subject-CenteredCurriculumDesign

Thisdesignfocusesonsubjectsorcontentareas,organizingthecurriculumarounddisciplinessuchasmath,scien
ce,orhistory.Thisismoretraditionalandoftenusedinsecondaryschools.Inasubject-
centeredcurriculum,thecontentispredeterminedandorganizedhierarchically.However,CBCmovesawayfro
mthis,integratingsubjectstopromotecross-cuttingcompetencies.

Learner-CenteredCurriculumDesign

Inthisdesign,thelearnerisatthecenter,withthecurriculumadaptingtotheirneeds,interests,andabilities.TheC
BCinKenyaemphasizeslearner-
centeredapproaches,promotingpersonalizedlearningandcompetencydevelopmentwherestudentstakean
activeroleinthelearningprocess.

Problem-CenteredCurriculumDesign

Thisdesignfocusesonreal-
worldproblemsorscenariosthatstudentsmustengagewithtofindsolutions.CBCadoptsproblem-
centeredapproachestodevelopstudents'criticalthinkingandproblem-
solvingskills,encouragingthemtoapplyknowledgetopracticalsituations.

CoreCurriculumDesign

Thecorecurriculumconsistsofessentialsubjectsorcompetenciesthatallstudentsmustlearn.CBCimplements
coresubjects(suchasliteracy,numeracy,lifeskills)whilealsoallowingroomforelectiveorspecializedsubjectsb
asedonthelearner'sinterests.

ProcessofCurriculumDevelopmentinKenyaCurriculumdevelopmentinKenyaisacomprehensiveprocessinvo
lvingvariousstages,includingneedsassessment,objectiveformulation,contentselection,implementation,an
devaluation.TheCBCwasdevelopedthroughresearch,stakeholderconsultations,andpiloting.TheKenyanIns
tituteofCurriculumDevelopment(KICD)overseesthisprocess,ensuringthatthecurriculumisalignedwiththec
ountry’seducationalgoalsandsocietalneeds.
RolesofVariousStakeholdersinCurriculumDevelopment

KICD(KenyaInstituteofCurriculumDevelopment)

KICDisresponsiblefordesigning,developing,andreviewingthenationalcurriculum.Itensuresthatthecurriculu
malignswithnationalgoals,internationalstandards,andcurrenteducationaltrends.Italsoorganizesstakehold
erconsultationsandpilotsnewcurriculabeforenationalrollout.

TSC(TeachersServiceCommission)

TSCplaysaroleinteacherrecruitment,training,andmanagement.Itensuresthatteachersareadequatelytraine
dtoimplementnewcurricula,likeCBC,andprovidesprofessionaldevelopmentopportunities.

KNEC(KenyaNationalExaminationsCouncil)

KNECoverseestheassessmentandevaluationofstudents,developingnationalexaminationsandassessmentst
hatalignwithcurriculumobjectives.UnderCBC,theroleofKNECisevolvingtoincludemoreformativeandcontin
uousassessmentstrategies.

Teachers

Teachersaretheimplementersofthecurriculum,translatingthedesignedcurriculumintoclassroompractice.T
heyarealsoinvolvedincurriculumfeedbackandrevisionprocesses,ensuringthatwhatisplannedispracticaland
effectiveinrealclassroomsettings.

Parents

Parentssupportcurriculumimplementationbyprovidingfeedback,resources,andaconducivehomeenvironm
entforlearning.InCBC,parentsareexpectedtobemoreactivelyinvolvedintheirchildren'seducation,supportin
glearningbothatschoolandathome.

REFERENCES

1.KICD(KenyaInstituteofCurriculumDevelopment)
YEAR.2020

2.ChallengesandProspectsofCompetency-BasedCurriculumImplementationinKenya.

By.Moses,N.M.,&Kabiru,D.W.

YEAR.2022

3.TeacherEducationandCurriculumReformsinKenya:Trends,Issues,andImplications.

By.Ong’ondo,C.O.

YEAR.2021