Competency Based Curriculum-Indicators of success
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Competency Based Curriculum-
Indicators of successCompetency Based Curriculum-Indicators of success 3
Introduction
There are three broad anticipated outcomes of the The following indicators have been developed to
current curriculum reforms; one, children are active guide on knowing the impact of CBC on learners and
and engaged, two, learners have achieved the following ultimately the country. There is a need for stakeholders
key competencies (communication and collaboration, to agree on the indicators and thereafter agree on what
self-efficacy, critical thinking, and problem-solving, indicators are to be measured at the school level, at the
creativity and imagination, citizenship, digital literacy, national and international level.
and learning to learn).
The indicators have been drawn from Kenya Basic
The third outcome states that children and young Social Indicators, World Development Indicators 2017,
adults should be equipped with knowledge, skills, and and Basic Education Statistical Booklet. The indicators
attitudes that help them to effectively deal with the are by no means exhaustive. They should be agreed
opportunities and challenges which they will encounter upon during a Policy Dialogue.
now, as young people, and in the future, as adults.
However, there are no indicators of success. We are
not sure what an ethical and engaged citizen looks like.
As a country, we are clear on the key competencies,
depth of knowledge, and skills learners are expected
to achieve. However, there are no clear indicators or
measure for the competencies.
THE INDICATORS HAVE BEEN DRAWN FROM
KENYA BASIC SOCIAL INDICATORS, WORLD
DEVELOPMENT INDICATORS 2017, AND BASIC
EDUCATION STATISTICAL BOOKLET. THE
INDICATORS ARE BY NO MEANS EXHAUSTIVE.
THEY SHOULD BE AGREED UPON DURING A
POLICY DIALOGUE.4 Competency Based Curriculum-Indicators of success
Sustainable Development Goal 4
CBC Principles International National Schools Learners
Opportunity Attendance Rates. Attendance Rates. Children are active and
engaged.
Completion rates Completion rates
Primary and Primary and Secondary
Secondary Enrolment rate
Enrolment rate
Transition rate Transition rate
Primary education,
duration (years)
High level, multi-agency
coordination
Careful mix of
certificate, diploma and
graduate qualifications –
X% go to universities, X%
to national polytechnics
and X% to other TVETs
Excellence The National Curriculum Learners have achieved
clearly shows the the following key
links between the key competencies
competencies and the
• Communication and
key learning areas,
collaboration
• Self-efficacy
• Critical thinking and
problem solving
• Creativity and
imagination
• Citizenship
• Digital literacy, and
• Learning to learn.
Teacher Satisfaction. All teachers Children and young
and Heads of adults are equipped
Institutions have a with knowledge, skills
deep understanding and attitudes that help
of important them to effectively deal
concepts related to with the opportunities
curriculum design, and challenges which
such as knowledge they will encounter
progression and now, as young people,
sequencing of and in future, as adults.
concepts
Close alignment
between the education
and training system, and
labour marketsCompetency Based Curriculum-Indicators of success 5
CBC Principles International National Schools Learners
There is no mismatch Developed and on- % of lerners in Grade
between the planned going professional 3 able to read with
and the delivered development comprehension a
curriculum programmes Grade 2 level text in
provided for Kiswahili and English
teachers and
% of learners in Grade
schools to lead
3 able to do basic
to successful
operations based on
implementation
Grade 2 level work.
SDG 4.1 on A national framework for Curriculum
reading is assessment is developed support materials
achieved and implemented. for schools and
teachers will be
Text books match
teaching context
Diversity The curriculum meets
the needs of all learners
Inclusion Curriculum delivery
is equitable and
appropriate for all
groups.
Schools
Implementation
Plans have
provision for
supporting learners
with disability
Gender Parity Index Gender Parity Index
Differentiated The key competencies Teachers have
curriculum and that all children and the knowledge,
learning young people are expertise and
expected to acquire practical skill
through schooling are to implement
well defined differentiated
curriculum and
learning6 Competency Based Curriculum-Indicators of success
CBC Principles International National Schools Learners
Parental Education and School programs
empowerment curriculum goals are and activities
and engagement clear and shared by all provide a range
parents and caregivers of opportunities
for parental
involvement in
their children’s
learning at home,
classroom, school,
and community.
Community Schools and All students participate
Service Learning communities in high-quality
working together community Service
to provide based learning prior to
opportunities completing high school
for community
based learning
opportunities.
Good experimental
(practice) learning
opportunities for all
learnersYou can also read
