Knec report highlights gaps in CBE

The Kenya National Examinations Council has released a detailed assessment identifying significant learning gaps among students at the foundational level of the Competency-Based Education (CBE) system. The report suggests that while the transition from the old 8-4-4 curriculum was intended to foster practical skills, many learners are failing to meet the expected benchmarks in core areas.

Data from the council indicates that these deficiencies are particularly pronounced in the early years of the new curriculum. The findings come at a time when the government is under pressure to prove that the CBE framework is delivering better results than its predecess

Education officials noted that the assessment targeted specific competencies that learners should have mastered by the end of their foundational years. The results point to a disconnect between the curriculum design and the actual classroom delivery, which has been hampered by various logistical and structural hurdles.

The report also sheds light on the disparities in learning outcomes across different regions. It mentions that schools in resource-constrained areas are struggling more than their counterparts in urban centers, largely due to a lack of teaching materials and adequate teacher training.

According to the Kenya National Examinations Council, the identified gaps could have long-term implications for the students as they transition to higher levels of learning. The council has recommended immediate interventions to address the weaknesses, including a review of the current teacher support mechanisms.

A key concern raised in the findings is the inability of some learners to demonstrate basic literacy and numeracy skills, which are the building blocks of the CBE system. Without these core abilities, the practical and technical aspects of the curriculum remain out of reach for a portion of the student population.

The timing of the report is critical as the country continues to navigate the complexities of large-scale education reform. President Ruto has previously emphasized the importance of aligning the education system with the needs of the modern job market, but the council's data suggests the foundation remains shaky.

Industry stakeholders have reacted to the findings by calling for a more transparent approach to the rollout of the curriculum. Many argue that the focus should shift from the speed of implementation to the quality of instruction being provided in public schools.

The Kenya National Examinations Council intends to use the data from this report to refine the national assessment framework. The goal is to ensure that future evaluations are more reflective of the diverse learning environments found throughout the country.

While the CBE system was designed to reduce the pressure of summative exams, the council maintains that regular monitoring is essential to prevent learners from falling behind. The report concludes that without addressing these foundational gaps, the broader objectives of the education reform may not be fully realized.