Kenya Now Benchmarking from Wales to Improve CBC Rollout

The Ministry of Education in Kenya has recently turned to Wales for guidance as the country continues to face challenges implementing the Competency Based Curriculum (CBC). Introduced to shift from exam focused education to one that emphasizes skills and abilities, CBC has faced delays and difficulties, leaving schools, teachers and parents struggling to adapt. With these challenges persisting, education officials have looked abroad for lessons on how to implement the curriculum more effectively and support learners in the new system.

In Wales, the education system underwent a similar transformation, moving from rote learning methods to one that prioritizes competencies, skills and holistic development. Kenyan officials believe that studying the Welsh approach can reveal practical strategies for a smoother CBC rollout. Key areas of interest include teacher training, assessment methods and the integration of technology and modern learning resources. The Welsh experience shows that meaningful curriculum reforms require patience, careful planning, and continuous support for educators.

Teacher preparation has been one of the most significant challenges in Kenya’s CBC rollout. Many teachers report feeling unprepared to teach using the new approach due to a lack of training, insufficient resources and unclear guidelines. By learning from Wales’ teacher training programs, Kenyan officials hope to develop more comprehensive initiatives that equip teachers with both knowledge of the curriculum and practical skills for fostering creativity, critical thinking and problem solving among students.

Assessment has also posed a challenge. CBC emphasizes continuous assessment and practical application of knowledge rather than relying solely on exams. This requires clear evaluation criteria, consistent monitoring and constructive feedback. Kenyan authorities are exploring ways to adapt Welsh assessment techniques to local schools, aiming to make them feasible in both urban and rural settings. A better assessment system is expected to reduce pressure on teachers while allowing students to demonstrate and develop their competencies.

Parents and communities have faced challenges as well. Many are unsure how to support their children or understand the skills being developed under CBC. In Wales, public awareness campaigns and community engagement helped parents stay informed and involved. Kenya is considering similar approaches to improve understanding of CBC at the grassroots level, ensuring that students receive guidance both in school and at home. Officials emphasize that the success of curriculum reforms depends on the participation of all stakeholders.

Despite the difficulties, officials remain committed to ensuring CBC meets its objectives. They recognize that adopting lessons from Wales does not mean replicating the system entirely, as local contexts and realities must be considered. Instead, the goal is to learn from Wales’ successes and mistakes and adapt strategies that fit Kenya’s education environment. This approach is seen as a practical step toward making CBC work for students nationwide.

Education experts note that curriculum reform is a gradual process. The Ministry of Education acknowledges that early challenges with CBC are part of the broader learning curve. Through teacher training, improved assessment methods, parent engagement and learning from international experiences, there is optimism that CBC will eventually produce well-rounded, skilled and capable learners. While obstacles remain, looking to Wales reflects Kenya’s willingness to listen, adapt and take concrete steps to improve education for future generations.