Demystifying Competency-Based Education (CBE) – The Kenya Experience

Many graduates today leave school without the practical skills needed in today’s job market. This is largely because the world of work is changing fast, driven by rapid technological advancements and globalization. As a result, the competencies employers now look for are very different from those emphasized in the past.

To respond to this shift, many progressive countries have moved away from traditional content-based education and adopted competency-based education. While the core idea is similar across countries, each nation designs and implements its own version based on its context, needs, and priorities.

The Competency-Based Education is built on a simple but powerful idea: learners need early and continuous exposure to real-life situations if they are to succeed in life and work. That is why CBE includes cross-cutting themes, practical activities, and essential life skills right from the earliest stages of education. Learning is not just about what learners know, but what they can do with what they know.

In Kenya, this shift officially began in 2017 with the introduction of Competency-Based Curriculum (CBC), later renamed Competency-Based Education (CBE), which was designed to gradually replace the long-standing 8-4-4 system that had been in place since 1985. The transition is being implemented step by step, with the final KCSE examinations under the 8-4-4 system expected to be held in 2027.

Because CBE is still relatively new in Kenya, many educators, parents, and stakeholders are still getting used to it. Moving from a content-heavy system to a competency-based approach requires a major mindset change. For the system to succeed, it is important to invest in awareness and understanding so that all stakeholders can fully appreciate the approach and actively support its implementation.

In this blog, we take a closer look at key elements of Competency-Based Education in the Kenyan context, helping to simplify, explain, and make the system easier to understand.Bottom of Form

Difference Between Competency-Based and Content-Based Education

Understanding the difference between competency-based and content-based curricula can still be difficult for many people. In this section, we try to make it clearer by comparing key aspects of the two systems in the table below.

Content-based curriculumCompetency-based curriculumFocuses on covering and mastering a set syllabus within fixed timelines.Focuses on developing competencies i.e. knowledge, skills, and attitudes.It is structured and prescriptive, with limited learning pathways at the basic level.It is flexible and allows learners to explore, practice, and specialize even at the basic level.Uses mainly summative assessment (e.g. KCPE, KCSE, end-term exams) to measure performance and determine progression. Exams are short and largely test memory and recall.Uses both formative and summative assessment. Learning and testing is continuous, focusing on what learners can actually do, with long-term performance considered for progression.Emphasizes completing schooling and passing examinations, often focusing more on academic theory.Emphasizes applying what is learned in real life and developing practical, productive skills.Learning is mainly teacher-centered, where the teacher delivers information and learners listen and memorize.Learning is learner-centered, where the teacher guides and facilitates active participation and exploration.The teacher mainly presents facts and predetermined content from the syllabus.Learners are encouraged to ask questions, investigate, and build knowledge through inquiry and research.Teaching is usually done to the whole class at the same pace, with limited attention to individual differences.Learning is differentiated to meet individual needs, abilities, and interests. Competition and ranking are discouraged.

Design of Kenya’s Competency Based Education

The Vision of Kenya’s Competency-Based Education is “Engaged, empowered, and ethical citizen”. Its mission is “Nurturing every learner’s potential”.

Policy documents that informed the change of curriculum from 8-4-4 to CBE include:

- Kenya Vision 2030

- The Kenya Constitution

- Taskforce report on the realignment of the Basic Education Sector (Chaired by Professor Odhiambo)

- Sessional Paper No. 2 of 2015

- The 21st Century Skills

- Harmonized curriculum for East Africa

- Sustainable Development Goals

- KICD Needs Assessment Report 2010.

The Kenya Basic Education Curriculum Framework is built on eight National Goals of Education and supported by three major pillars, as outlined below.

National Goals of Education

This refers to the broad principles and statements that define the country’s goals for education. These goals guide what education should achieve nationally, and from them, specific learning objectives are developed and implemented.

The Kenya national goals of education are:

- Foster nationalism, patriotism, and promote national unity

- Promote social, economic, technological, and industrial needs for national development

- Promote individual development and self-fulfillment

- Promote sound moral and religious values

- Promote social equality and responsibility

- Promote respect for and development of Kenya’s rich and varied cultures

- Promote international consciousness and foster positive attitudes towards other nations

- Promote positive attitudes towards good health and environmental protection.

Kenya Basic Education Curriculum Framework Pillars

The Kenya Basic Education Curriculum Framework is supported by three key pillars that guide how learning is designed, delivered, and experienced in schools:

- Value-based education This pillar ensures that positive values are deliberately taught and reinforced during learning. Values are the principles that guide how learners behave and respond in different situations. Under CBE, the key values promoted include love, responsibility, respect, unity, peace, patriotism, social justice, and integrity.

- Guiding Principles These are the core ideas that shape how the curriculum is implemented. They include opportunity, excellence, diversity and inclusion, parental empowerment and engagement, community service learning, and differentiated teaching and learning to meet the needs of all learners.

- Theoretical Foundations These are the education theories that inform and support the CBE approach. They provide the basis for how learning is designed and understood. They include:

- Instructional Design Theory

- Visible Learning Theory

- Constructivist Theories, including:

- Vygotsky’s Socio-Cultural Theory

- Gardner’s Multiple Intelligences Theory

- Piaget’s Cognitive Development Theory

- Bruner’s Cognitive Development Theory

- Dewey’s Social Constructivism Theory

- Erikson’s Psycho-social Development Theory Bottom of Form

Common Terminology Used in the Kenya CBE

Some of the terms used in the Competency-Based Education (CBE) are still unfamiliar or confusing to many people. The table below helps to simplify this by showing key CBE terms alongside their equivalent or related terms from the 8-4-4 curriculum. This is meant to make it easier to understand the changes in language and approach between the two systems.

Competency-Based Education8-4-4 CurriculumCurriculum DesignSyllabusLearning AreaSubjectActivityLessonStrandTopicSub-StrandSub-topic

CBE also commonly uses the following acronyms.

AcronymDescriptionBECFBasic Education Curriculum FrameworkEYEEarly Years of Education (It refers to the foundation stage of learning, which includes Pre-Primary 1 (PP1) to Grade 3.SNESpecial Needs Education (It refers to additional support provided to learners who experience challenges in certain areas of learning, helping them to overcome barriers and achieve their full potential).PCIPertinent and Contemporary Issues (This refers to important real-life issues that affect individuals, communities, and society today, included in the curriculum to help learners understand and respond to current social, environmental, and personal challenges.PP (1 or 2)Pre-Primary (This refers to the early stage of education before primary school, where young children are introduced to basic learning skills such as language, numeracy, social interaction, and creativity in a play-based and supportive environment.

Core competencies for Basic Education in Kenya

Seven core competencies have been identified as essential for every learner in basic education. These are the key skills and abilities that learners are expected to develop to succeed in school, work, and life. They include:

- Critical thinking and problem solving

- Creativity and imagination

- Self-efficacy

- Communication and collaboration

- Citizenship

- Learning to learn

- Digital literacy

More details on each of the seven competencies are provided in the blog titled “7 Core Competencies of Kenya Competency-Based Education.”

The Structure of Kenya’s Competency-Based Education System

Kenya’s Competency-Based Education (CBE) follows a 2-6-3-3 education structure. The table below outlines the different levels of education, the types of schools at each level, and the number of years that learners spend at each stage.

Level of EducationTypes of Schools No. School YearsEarly Years of EducationPre-Primary: PP1 and PP22Lower Primary: Grade 1-33Middle SchoolUpper Primary: Grade 4-63Junior School: Grade 7-93Senior SchoolSenior School: Grade 10-123

After completing Senior School, learners progress to tertiary education and training institutions such as universities or Technical and Vocational Education and Training (TVET) institutions.

The CBE promotes practical, engaging, and participatory teaching and learning methods. It also encourages strong parental involvement, including supporting learning at home and providing necessary learning materials.

Learning Areas in the Competency-Based Education (CBE) Structure

According to the Kenya Basic Education Curriculum Framework (2016), the learning areas under Competency-Based Education (CBE) are organized according to the different levels of education. These learning areas guide what learners study at each stage of their learning journey.

Pre-Primary 1 and 2 (EYE Level)

At this level, learners are introduced to the following learning areas:

- Mathematical Activities

- Language Activities

- Environmental Activities

- Creative Activities

- Religious Education.

The minimum age for admission into Pre-Primary 1 (PP1) is four years.

Lower Primary Grade 1-3 (EYE Level)

The learning areas offered at this level are:

- Indigenous languages

- Kiswahili/Kenya Sign Language (KSL)

- English Language Activities

- Mathematical Activities

- Religious Education Activities (CRE, IRE, HRE)

- Environmental Activities

- Creative Activities

- Pastoral Program of Instruction.

Upper Primary (Middle school level)

Learning areas at this level are:

- English

- Kiswahili/ Kenya Sign Language

- Mathematics

- Religious Education (CRE, IRE, HRE)

- Science and Technology

- Agriculture

- Social Studies

- Creative Arts

- Pastoral Program of Instruction.

Junior Secondary (Middle School)

Learners engage in the following learning areas at this level:

- English

- Kiswahili or Kenya Sign Language

- Mathematics

- Integrated Science

- Social Studies

- Religious Studies (CRE, IRE, HRE)

- Pre-Technical Studies

- Agriculture and Nutrition

- Creative Arts and Sports

- Pastoral Program of Instruction.

Senior School

- Specialization begins in Senior School, where learners are required to choose one of three pathways:

- Arts and Sports Science

- Social Sciences

- Science, Technology, Engineering, and Mathematics (STEM).

- All learners are required to engage in the following four (4) core (mandatory) learning areas, regardless of the pathway they choose:

- English

- Kiswahili/KSL

- Core Mathematics or Essential Mathematics

- Community Service Learning (CSL).

- All learners are required to choose three electives from the learning areas outlined below:

Social SciencesSTEMArts & SportsBiology Chemistry Physics General Science Agriculture Computer Studies Home Science Aviation Building Construction Electricity Metalwork Power Mechanics Wood Technology Media Technology Marine and Fisheries TechnologyLiterature in English Indigenous Languages Fasihi ya Kiswahili Kenyan Sign Language Arabic French German Mandarin Chinese Christian Religious Education Islamic Religious Education Hindu Religious Education History and Citizenship Geography Business StudiesSports and Recreation Music and Dance Theatre and Film Fine Arts

- Physical Education (PE) and Information and Communication Technology (ICT) are provided to all learners to promote physical well-being, make learning enjoyable, and develop practical life skills.

- Every school is required to offer a Pastoral Program of Instruction (PPI) to support learners’ moral development, character building, and spiritual growth.

- Learners are also given time for individual or group study, allowing them to pursue their interests, build deeper understanding, and improve their skills in areas of their choice.

Managing Learners with Special Needs

The Competency-Based Education (CBE) system recognizes that learners are different and may require varying levels of support to succeed. To ensure that every learner is included, the system provides for two main groups of learners with special needs:

- The first group includes learners who are able to follow the regular curriculum, but may need some adjustments to fully access learning. With the right support, such as adapted materials, assistive devices, or modified teaching approaches, these learners can learn alongside others in mainstream classrooms. This group includes learners with visual or hearing impairments, physical disabilities, mild cerebral palsy, learning disabilities, emotional and behavioral challenges, communication disorders, as well as those who are gifted and talented.

- The second group includes learners who may not be able to follow the regular curriculum. These learners require a more specialized approach to learning, often through tailored program designed to meet their specific needs and abilities. This group includes learners with mental disabilities, deaf, blindness, autism, cerebral palsy, multiple handicaps, and profound disabilities.

By recognizing these different needs, the CBE system aims to create an inclusive learning environment where every learner is supported to reach their full potential, regardless of their abilities or challenges.

Assessments Under Competency-Based Education (CBE)

Assessment in the Competency-Based Education (CBE) goes beyond exams. It is a continuous process designed to support learning, not just measure it. Through assessment, teachers are able to understand how learners are progressing and how best to support them.

Under CBE, assessments are used to guide teaching and learning decisions, determine the level of competence a learner has achieved, and track progress toward expected learning outcomes. They also encourage learners to reflect on their own performance, stay motivated, and take an active role in their learning. At the same time, assessments help to identify learning gaps, needed interventions, and cases where additional support or referral may be required.

To achieve this, CBE uses a variety of assessment approaches. These include:

- assessment for learning, which provides feedback to improve understanding;

- assessment as learning, which helps learners become more independent and set their own goals;

- assessment of learning, which evaluates what a learner has achieved at a given point in time.

In addition, teachers use different tools and methods such as tracking checklists, rating scales with descriptive feedback, questionnaires, project work, journaling, and portfolios. Portfolios, in particular, allow learners to keep a record of their best work over time, making it easier to see growth and improvement.

CBE assessments include both formative and national assessments, guided by set assessment rubrics to support consistency, fairness, and accuracy in evaluating learner progress. While continuous assessment takes place throughout the learning process, learners also sit key transition assessments at the end of different stages of education, as follows:

- At the end of Grade 6, learners sit for the Kenya Primary School Education Assessment (KPSEA).

- At Grade 9, learners sit for the Kenya Junior School Education Assessment (KJSEA).

Overall, CBE assessment is designed to build confident, reflective, and capable learners who understand not just what they have learned, but how well they can apply it.