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The Transition from 8-4-4 to CBC

By Imbukwa Andati


The 8-4-4 System

The 8-4-4 educational framework was adopted as the primary curriculum in January 1985, aiming to reform the educational landscape by replacing the existing 7-4-2-3 system. This model was structured to provide eight years of primary education, followed by four years of secondary education and four years at the university level, which is the source of its name. It placed a strong emphasis on core subjects such as Mathematics, English, and vocational training. The vocational component was designed to equip students who might not pursue secondary education, those choosing self-employment, or those seeking jobs in the informal sector with essential skills for success (Ministry of Education, 1984).

Sifuna (1990) identifies three key influences that prompted the establishment of the 8-4-4 system: the International Labor Organization's 1972 mission report titled "Employment, Incomes and Equality: A Strategy for Increasing Productive Employment," a 1966 conference in Kericho, Kenya, which highlighted the need for integrating rural development into education, and the approval of the National Committee on Educational Objectives and Policies in 1975.

According to King and McGrath (2002), the new policy aimed to position the youth favorably for self-employment opportunities. Haan (2001) supported this view by stating that the 8-4-4 system would prepare young individuals for professional environments through its strong focus on skill development and attitudes, particularly for those inclined toward self-employment. The system was intended to foster self-reliance among students by enhancing their employability (Amutabi, 2003). Webster (1989) defines a self-reliant individual as someone who achieves goals independently, demonstrating confidence in their abilities, which can be encapsulated in the concept of autonomy. Jyotish (2014) describes a self-reliant person as independent, skilled, innovative, and proactive, which were the anticipated outcomes of the 8-4-4 education system. However, the actual results deviated significantly from these expectations, prompting a call for change.

Instead of fostering competence and creativity, students often emerged from this system lacking essential skills, resulting in dependency and unemployment, contrary to the intended goal of self-reliance through quality education. The curriculum prioritized literacy over empowering students to address real-life challenges they would encounter.

The 8-4-4 system was heavily standardized, emphasizing academic knowledge and examination performance. A notable feature was its limited scope for creativity and a strong focus on content memorization for national assessments, which determined students' progress or retention. This narrow academic focus led to excessive pressure, resulting in issues such as examination cheating, leakage of exam materials by educators, and even student suicides linked to exam failures.

The Competency-Based Curriculum (CBC)

The Competency-Based Curriculum (CBC) is an educational approach that encourages learners to take responsibility for their learning, showcasing their unique skills and talents (Ashioya et al., 2020). Countries such as South Africa, Rwanda, Zambia, and Tanzania have adopted this framework (Mironga et al., 2021). The CBC was first suggested following the National Educational Needs Assessment report in 2009, with its initial rollout occurring in 2017, transitioning into the current 2-6-6-3 educational system (Masika, 2020). This implementation has been gradual, starting with younger students. The primary objective of the new curriculum is to provide a flexible, holistic, and practical educational experience centered on the learner, focusing on developing a wide array of competencies beyond mere academic knowledge. Key features include regular continuous assessments, shifting away from reliance on a single major examination. Subsequently, students will undertake five national assessments in primary education, replacing the Kenya Certificate of Primary Education (KCPE), and eight assessments in junior and senior high school, replacing the Kenya Certificate of Secondary Education (KCSE) (Basic Education Curriculum Framework, 2017).

The CBC aims to ensure that students develop competencies in seven core areas: critical thinking and problem-solving, learning to learn, communication and collaboration, citizenship, self-efficacy, and digital literacy. This framework aspires to engage and empower Kenyan students to become productive citizens capable of competing in the job market (Basic Education Curriculum Framework, 2017).

While it may appear that the idea behind CBC is supposed to full proof, there are several challenges hindering its full implementation. These challenges include the quality of teaching resources and teachers' Pedagogical Content Knowledge (PCK) (Mulenga & Tutongwe, 2019). The government defines the scope of education, which poses difficulties for the successful application of this new curriculum, especially since teachers have not been fully involved in its design and execution (Masika, 2020). Additionally, there are concerns regarding the financial implications of implementing the CBC, with fears that free education may not persist as anticipated. Speculations suggest that the government might need to subsidize education costs, potentially burdening parents with school fees once again, reversing the relief experienced during the tenure of the third president, Mwai Kibaki (Namwambah, 2020). Consequently, education, a fundamental necessity, could become a luxury for low-income families, denying their children access to the educational opportunities that are purportedly available to all. It is therefore of utmost important that the ministry tread carefully during this transition period otherwise they stand the risk of not being able to properly implement and execute a sound and sustainable plan.

 

 

References

Amunga, J., Were, D., & Ashioya, I. (2020). The teacher-parent nexus in the competency-based curriculum success equation in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 60-76 

Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Education Development, 23(3), April 2003

Haan, H. C. (2001). Training for work in the informal sector: Evidence from Kenya, Tanzania and Uganda. Retrieved from [http://www.ilo.org/public/english/employment/skills](http://www.ilo.org/public/english/employment/skills) on May 13, 2015

Jyotish, C. (2014). Your life is what your thoughts make it. Retrieved from (http://www.sbtjapan.com)(http://www.sbtjapan.com) on March 16, 2015.

King, K., & McGrath, S. (2002). Globalization, enterprise and knowledge symposium. Oxford, 42(2), March 2008

Masika, S. J. (2020). Competence-based curriculum implementation: Assessing Kenya's readiness and preparedness

Mulenga, I. M., & Kabombwe, Y. M. (2019). Understanding a competency-based curriculum and education: The Zambian perspective. Journal of Lexicography and Terminology, 3(1), 106-134

Namwambah, T. D. Principles of rational pedagogy: An insight on Kenya’s competence-based curriculum (CBC)

Nyaboke, R., Kereri, D., & Nyabwari, L. (2021). Competence-based curriculum (CBC) in Kenya and the challenge of vision 2030. International Journal of Education, Technology and Science, 1(4), 155-169

Republic of Kenya, Ministry of Education. (1984). 8-4-4 system of education. Nairobi: Government Printers

Sifuna, D. (1990). Development of education in Africa: The Kenyan experience. Nairobi: Initiatives Publishers


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