Uganda’s Education Officials in Kenya for CBA, CBC Benchmarking
Uganda’s Ministry of Education and Sports officials are in Kenya for a five-day benchmarking exercise on the effective administration of competency-based curriculum (CBC) and competency-based assessment (CBA) reforms.
On Monday at the Kenya Institute of Curriculum Development (KICD) in Nairobi, the Head of the Ugandan Delegation and Commissioner for Basic Education, Dr. Cleophas Mugenyi, stated that this exercise would not only help them learn from Kenya on the implementation of the CBC and CBA but also help them improve their education system.
Dr. Mugenyi mentioned that Uganda is currently undergoing a significant transformation in its education sector.
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They are in the process of transitioning the primary education curriculum from a knowledge-based approach to a competency-based one.
Additionally, they are piloting the Early Grade Math Assessment (EGMA).
He noted that Uganda selected Kenya for the CBC learning experience because it has already implemented it and is seen as a success in the region.
He added that the purpose of this experiential learning visit is to ensure effective alignment of the three elements, namely curriculum, assessment, and pedagogical practices, throughout the curriculum development process.
Furthermore, he expressed their willingness to share their experiences with others so that mutual learning could take place.
Martha Ekirapa, the Kenya Primary Education Equity in Learning (KPEEL) National Project Coordinator, lauded the nation’s progress in implementing CBC and policy reforms aimed at bolstering the 21st-century education system.
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She attributed Kenya’s success in reforming education at all levels to the country’s political will.
“All policies in education are given a priority in the implementation for the good of every child.”
She remarked that the education sector obtains the largest portion of the national budget, which has enabled immediate implementation of education reforms.
Ekirapa added that they have education partners who are providing funding for various programs in Basic Education.
Ekirapa stated that Kenya’s CBC emphasizes the learner as an individual, which fosters the development of each child’s potential.
She said that as a result of this, students with special needs undergo assessments tailored to their abilities and needs, with a focus on identifying and nurturing their potential.
Additionally, they receive increased capitation funding due to their classification as a unique category with distinct requirements.
She explained that in addition to the KICD, the delegates will also visit the Kenya National Examinations (KNEC) and the Kenya Institute of Special Education (KISE), where both teams will engage in constructive dialogue.
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She explained that they assess learners with special needs differently, identifying and nurturing their unique potential.
Additionally, these learners receive increased funding on capitation due to their special category status, which recognizes their unique needs.
However, the KPEEL National Project Coordinator stated that implementing CBC presents obstacles, such as managing large classrooms.
She encouraged teachers to establish a collaborative learning environment in which every student actively participates.
She mentioned that the team’s objective is to observe the impact of the CBC system on the country.
To achieve this, they will organize a field trip to schools in two counties, specifically Machakos and Nakuru.
This trip aims to give the team a firsthand experience of the learner-centered nature of the CBC curriculum.
According to Ekirapa, Kenya is one of the countries serving as a model for the implementation of CBC in Uganda. This exchange voyage will conclude on September 29.
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Uganda’s Education Officials in Kenya for CBA, CBC Benchmarking
