Why CBC is Denying Education to the Poor

Why CBC is Denying Education to the Poor.

The issue of educational inequality remains a pressing concern, with disparities becoming more evident under the Competency-Based Curriculum (CBC). While education is often described as an equalizer, the existing differences between rural and urban areas continue to grow.

Trans Nzoia County Governor George Natembeya on Saturday riticized lawmakers for opting out of the CBC for their own children and instead enrolling them in international curricula, highlighting a lack of confidence in the system they endorsed.

Experts argue that CBC, rather than bridging the gap, has amplified the inequalities within the education sector. The discussion on whether Kenya was ready for CBC raises questions about its implementation and whether it genuinely improves access to education for all.

John Mugo, Executive Director of Zizi Afrique Foundation, points out that despite transitioning from the 8-4-4 system to CBC, the quality of education has remained low. The disparities existed before, particularly between regions such as the arid North and more developed counties. According to Mugo, a child in one county may have ten times better learning opportunities than another despite both attending government schools.

Schools with better resources are advancing in CBC, leaving others further behind. Without equitable implementation, CBC risks widening the gap. Mugo stresses that teacher training is critical because CBC heavily depends on educators guiding students through activities instead of relying solely on textbooks.

Education Programs Officer Christina Kao from Jesse acknowledges that CBC was designed with good intentions and, if properly implemented, could serve as an equalizer. However, rural schools remain at a disadvantage. Devolution was expected to uplift rural counties, but they remain underdeveloped. Teachers prefer urban schools due to better infrastructure and resources.

CBC is hands-on and requires numerous materials, which many rural schools lack. In some areas, students are asked to bring materials like rice for projects, yet their schools do not even have proper classrooms. While urban institutions, both private and public, can sustain CBC requirements, rural public schools struggle due to inadequate teacher training and resource limitations.

Government’s Response vs. Reality

Despite assurances from the education ministry that infrastructure, transition, and equity have been addressed, the reality on the ground suggests otherwise. Brian Bosire, Head of Play Teach for Kenya, highlights the necessity of parental involvement in CBC.

Unlike in the past, where teachers handled everything, CBC requires parents to actively participate in their children’s learning. In areas plagued by insecurity, such as the North Rift, teachers lack infrastructure and resources, making hands-on teaching nearly impossible. Safety concerns deter educators from working in these regions, further worsening inequalities.

Bosire emphasizes that solving these challenges requires a multidisciplinary approach. Security issues, for example, should not be left to school heads alone but should involve the entire community, including law enforcement. CBC demands more than classroom learning; it requires emotional and social support for students who face daily struggles, such as walking long distances in harsh conditions to attend school.

Some communities have adapted by relocating classrooms to safer locations, demonstrating that collective effort is crucial in ensuring CBC benefits all students.

One of the key points raised is that CBC was never intended to be a cure-all solution for the myriad challenges facing the education system. Its primary focus is on the relevance of learning—ensuring that students acquire skills and knowledge that are useful and applicable.

However, CBC does not directly address issues such as school attendance, overall access to education, and quality of instruction. These aspects require separate governmental interventions and resources beyond the scope of CBC.

Education pundits highlights that education itself is not a standalone solution to societal challenges. A lack of essential services such as water, electricity, and security in many communities affects the effectiveness of education. In such cases, coordinated efforts among different ministries are crucial, yet structural inefficiencies hinder collaboration. Government departments often work in isolation, making it difficult to tackle broader issues that impact education.

CBC Challenges

Many acknowledge that CBC was a promising concept with the potential to revolutionize learning. However, concerns persist regarding its implementation, as stakeholders—including teachers—continue to identify discrepancies and challenges within the system.

Brian Bosire emphasizes that CBC remains a relevant and necessary initiative, particularly in a rapidly evolving world. The advent of artificial intelligence and technological advancements is expected to reshape the job market significantly in the coming years.

Consequently, education must adapt to prepare students for a future in which 50% to 60% of current jobs may no longer exist. The curriculum should equip learners with critical skills to navigate these changes effectively.

One of the pressing issues with CBC is the uneven awareness and understanding among parents. While some private schools conduct regular parental awareness sessions, many parents nationwide lack knowledge of the curriculum’s structure. The government must play a more proactive role in educating parents about CBC to dispel misconceptions and foster informed discussions.

Without widespread awareness, criticisms often stem from speculation rather than an understanding of the curriculum’s actual framework. Additionally, many are uncertain about the future pathways for students under CBC, particularly regarding competencies and digital literacy assessments.

Stakeholder awareness is critical in addressing the socioeconomic factors that contribute to educational inequalities. Disparities in resources and opportunities impact how effectively CBC benefits students across different regions. The curriculum aims to prepare all students for the job market, yet unequal access to quality education puts some at a disadvantage.

Bridging this gap requires strategic interventions to ensure that all students, regardless of background, receive a comparable education. Addressing these disparities is imperative to achieving a balanced and equitable system.

Funding and Structural Challenges

The adoption of CBC has introduced financial strains, as the new system demands higher funding while maintaining previous budget levels. The cost extends beyond direct expenses to opportunity costs—what the country stands to lose by not implementing CBC effectively.

The shortcomings of the previous education system, which only benefited a small percentage of students, contributed to the current youth employment crisis. Under the previous model, students were conditioned to follow a rigid academic path that did not always translate to job opportunities. Without proper investment in CBC, future generations may face even greater challenges.

To prevent exacerbating existing issues, it is essential to prioritize CBC funding in the same way as other national projects. The creation of a dedicated CBC fund could alleviate financial pressures and ensure proper implementation.

While education receives the largest budget allocation, the current funding remains insufficient. Adequate investment is required to ensure that teachers receive fair compensation and that necessary infrastructure is put in place. With approximately 17 million students expected to go through the system up to Grade 12, urgent measures are needed to secure the program’s sustainability.

Beyond financial and structural challenges, CBC must also be contextualized to suit diverse learning environments. The curriculum emphasizes hands-on learning, requiring substantial resources for effective execution. However, learning should be adapted to regional contexts. For instance, assignments on nutrition or science should reflect locally available materials, making learning more relevant to students’ daily lives.

Additionally, parental involvement is crucial in supporting children’s education, yet many parents struggle with CBC assignments due to a lack of familiarity. Addressing this gap through awareness campaigns and accessible resources is essential for the curriculum’s success.

Teacher Availability in Crisis-Prone Areas

Another significant challenge is the shortage of teachers in crisis-prone regions. While teachers from such areas often seek transfers to safer locations, the assumption is that local educators will step in to fill these gaps.

However, many who train as teachers opt to work elsewhere rather than return to underserved regions. As a result, children in these areas remain without adequate instruction. This issue requires targeted policy interventions to ensure that qualified educators are available in all communities, regardless of location.

A Call for Collective Action

While CBC represents a step forward in making education more relevant, it does not resolve all existing challenges within the sector. The broader issues affecting education—such as infrastructure, coordination among ministries, and access to essential services—require more comprehensive strategies. Addressing these systemic problems will be vital in ensuring that CBC achieves its intended goals without being mistaken for a universal remedy to education-related difficulties.

While the government plays a role in addressing CBC’s shortcomings, parents and communities must also step up. Teachers need proper training, rural schools require infrastructural development, and local authorities must ensure security. If CBC is to fulfill its promise as an equalizer, all stakeholders must actively contribute to making education accessible and effective for every child, regardless of their location.

Why CBC is Denying Education to the Poor.

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