By Violet Auma | violetmedia8@gmail.com
As a millennial parent, I have experienced both the 8-4-4 education system and the new Competency-Based Curriculum (CBC).
My firstborn son, Wilkinson Andrew, completed his Kenya Certificate of Secondary Education (KCSE) last year and is awaiting university admission.
Meanwhile, my younger son, Bradley Mugo, is in Grade 4 at Applegate Christian School, studying under CBC.
The transition to CBC has been a learning curve, especially as a career woman.
Initially, when Bradley was in PP1 and PP2, the curriculum was highly engaging for parents, requiring us to assist with assignments and provide learning materials.
It was overwhelming at first, but I gradually adapted. My house help played a crucial role in supporting my son’s learning when I was away, but I had to readjust my schedule to personally help him, turning it into a bonding opportunity.
Over time, I have come to appreciate the system, particularly after attending several Ministry of Education meetings on CBC and the transition to junior and senior secondary schools.
The idea that children can join senior schools based on their interests and future career aspirations, whether in STEM, creative arts, or social sciences, is truly commendable.
One of the strengths of CBC is its ability to nurture individual talents and interests.
I have noticed that Bradley has a keen passion for sports, particularly football. He can name both local and international footballers, captains, and top scorers.
While he is excelling in all subjects, his decision to join the football club at school signals where his true passion lies.
As a parent, I am preparing to support his interests by subscribing to football channels and embracing discussions about the sport during the holidays.
Beyond sports, Bradley has an immense love for vehicles.
At just nine years old, he has accumulated extensive knowledge about cars both local and international models far surpassing what his father and I know combined.
His curiosity led him to start a YouTube program, Cars with Brad, where he reviews different car models.
He has researched deeply, confidently discussing engine performance, design, and features of various brands.
I remember sharing a video of him reviewing a car with his father, who is currently out of the country. He was amazed and promised to support him in pursuing his passion.
Already, some media channels have expressed interest in having Bradley host a car or sports segment on television. As a family, we are still weighing the decision, unsure if we want to introduce him to the limelight at such a young age.
Yesterday, March 14, 2025, was an academic day at Applegate Christian School.
Bradley had been eagerly reminding me about it for days, ensuring that I attended. Despite my tight schedule, I made it a priority.
The one-on-one sessions with subject teachers were the highlight of my day. It was eye-opening to hear my son openly discuss his comfort levels with different teachers, why he enjoys learning from one teacher more than another, and what makes him excited or disengaged in class.
These discussions emphasized the need for continuous improvement from teachers, students, and parents alike. It also reinforced my resolve to be more present in my son’s academic and personal growth, despite my demanding career.
I commend the school for fostering this parent-teacher-student interaction, which is crucial in shaping our children’s educational experiences. I will continue attending such sessions to nurture my son’s growth while building relationships with teachers and fellow parents.
While I embrace CBC, there are areas that need enhancement. One major challenge is language acquisition.
Our children are learning French, a new language for many parents who did not study it in school. While we can assist with assignments, our ability to guide them is limited due to a lack of familiarity with the language.
To bridge this gap, I urge schools to share learning resources such as video and audio clips with parents. These materials would help students practice pronunciation and writing beyond the classroom.
I noticed my son was initially excited about French, often greeting me in the language, but his enthusiasm has waned.
When I inquired, he admitted to losing interest. Perhaps enhanced resources at home could rekindle his passion.
The transition from junior to senior secondary school under CBC is structured to cater to students’ interests and strengths.
Placement will be based on a categorization system that ensures flexibility. Learners will be placed in different pathways according to their talents and preferences, with a majority joining STEM programs, while others pursue arts and social sciences.
Special pathways are also available for learners with hearing, physical, and visual impairments.
The selection process ensures that students can choose schools aligned with their career aspirations. Learners will select twelve schools, six outside their county, three within their county, and three day schools in their sub-county.
The government aims for a 100% transition rate, ensuring no student is left behind. For the triple pathway placement, each school will admit a balanced number of boys and girls, while additional placements will be allocated for arts and sports learners.
The selection process must remain fair and transparent to gain stakeholder confidence. One reassuring aspect is that once admitted, learners can switch pathways if necessary, making CBC a flexible and student-centered system.
As parents, we must support CBC and provide feedback for its improvement. The system is promising, offering personalized education pathways while fostering critical thinking, creativity, and talent development.
With proper adjustments, particularly in parental engagement and resource accessibility, CBC has the potential to transform our education system for the betterment of future generations.
Let’s embrace CBC and work together to nurture our children’s potential.
