Confronting the CBC Curriculum Challenges
Confronting the CBC Curriculum Challenges. As we approach the end of the official school year on October 26, following an intense two-week period of education, 7th-grade students find themselves on the verge of a significant transition to the 8th grade in January, marking the completion of a year under the Comprehensive-Based Curriculum (CBC).
A meticulous examination of the educational landscape reveals that the Teacher Service Commission (TSC) has reassigned approximately 7,500 individuals holding bachelor’s degrees from primary schools to secondary schools. Nevertheless, a lingering challenge remains – this number falls short of the workforce required to meet the burgeoning demands. A compelling illustration is the case of James Koinet, a devoted teacher in Kajiado County, who found himself teaching a subject for which he had received no prior training. This situation gives rise to notable challenges for both educators and students.
The pressing need for additional teachers becomes even more apparent when we consider this urgent issue. Despite the commendable efforts of teachers like James Koinet, they may encounter formidable hurdles in January 2024 as they endeavor to strike a balance in teaching both 7th and 8th graders, all while grappling with concerns regarding contract extensions. This scenario mirrors the challenges faced by many recently appointed teachers in secondary schools.
The scarcity of teachers is particularly pronounced in subjects like pre-technical skills. Initially, the government deployed 36,000 teachers on one-year contracts. However, this allocation falls short of meeting the requirements of the 19,038 public secondary schools. In September, authorities dispatched an additional 20,000 teachers with plans to retrain them to address subject-specific needs. Nevertheless, schools continue to grapple with a shortage of teachers, particularly in specialized subjects.
Navigating the Roadblocks and Triumphs of Educational Progression
Experts have voiced their apprehensions regarding the quality of education in secondary schools and its alignment with the objectives of the CBC. They emphasize the dire need for more extensive preparation and a more methodical approach to implementation. It is noteworthy that private primary schools have adeptly adapted to the CBC’s guidelines, prompting inquiries into the impact of the Public Education System on the effective implementation of the CBC and its influence on students’ preparedness for STEM fields.
Another pressing issue that significantly impacts the quality of education in secondary schools is the inadequacy of teacher training. The abrupt transition without sufficient preparation is recognized as a substantial challenge. Moreover, the uneven distribution of teachers across schools, irrespective of their qualifications, has given rise to concerns, particularly in humanities and other subjects.
Furthermore, some smaller schools seek assistance from nearby high schools, further complicating the educational landscape. This practice raises concerns that the workload of the 7th grade might overflow into the 8th grade, exacerbated by delays in the procurement of teaching materials.
It is imperative to address these issues comprehensively to ensure the successful implementation of the secondary school system and the achievement of the educational objectives set forth by the CBC. Overcoming these obstacles, including resource allocation, specialized training, and teacher preparedness, is pivotal to achieving a seamless transition.”