SCHOOL POLICY GUIDE FOR GUIDING LEARNERS UNDER COMPETENCY-BASED EDUCATION (CBE) IN KENYA

Authors:

KIBET LANGAT VICTOR

Abstract:

Kenya’s education system has shifted from a content-based curriculum to Competency-Based Education (CBE), previously referred to as CBC. This transition marks a major change in how teaching and learning are approached in schools. Unlike the former system, which mainly emphasized examination performance and content coverage, CBE focuses on what learners are able to do with the knowledge and skills they acquire. It prioritizes the development of competencies such as critical thinking, creativity, communication, collaboration, self-efficacy, and problem-solving. Learning is therefore more practical, learner-centered, and connected to real-life situations.

Under CBE, the role of the teacher has also changed significantly. Teachers are no longer viewed only as transmitters of knowledge, but as guides, mentors, and facilitators of learning. They are expected to observe learners closely, support individual growth, and create opportunities for learners to discover and develop their abilities. This approach recognizes that learners are different and progress at different rates, and therefore require guidance that is supportive rather than judgmental.

One of the most important responsibilities of teachers—particularly at upper primary level (Grades 4–6)—is guiding learners to identify their interests, strengths, and talents. At this stage, learners begin to show clear preferences in different learning areas such as languages, mathematics, sciences, creative arts, sports, and social activities. Proper guidance at this level helps learners build confidence, develop a positive attitude toward learning, and prepare for informed subject selection at Junior Secondary School (JSS) and future career pathways. Teachers must ensure that learners are exposed to a wide range of learning experiences without prematurely limiting or labeling them.

This policy guide is designed to support schools and teachers in fulfilling this critical role effectively. It aims to support teachers during TPD and CEMASTEA training by providing clear guidance aligned with national CBE expectations. It also seeks to simplify CBE guidance for primary school teachers by presenting practical, easy-to-understand strategies that can be applied in everyday classroom situations. In addition, the guide provides a clear, school-based framework that promotes consistency and fairness in learner guidance. Ultimately, it seeks to standardize how subject and pathway guidance is conducted in schools, ensuring that all learners receive equal support and opportunities to discover their potential.