Why nothing will change after the 'shift' from CBC to CBE

I marveled at the recent declaration of a supposed change of system from Competency-Based Curriculum (CBC) to Competency-Based Education (CBE). In reality, there wasn’t any change but a clarification.

Instructively, CBC was the curriculum, and CBE the actual holistic approach. Our hurried implementation of the new order seems to have blinded our focus.

If we are to borrow from our history, we can simply refer to the CBE approach as the 2-6-3-3-3 system, just the way we referred to the outgoing Outcomes-Based Education one by its structure, 8-4-4. But that’s not important.

For starters, CBE represents a fundamental transformation in the way teaching and learning are approached in educational institutions, moving away from traditional models toward a student-centered, equity-driven framework. It has to do with reshaping institutional culture, pedagogy, and structures to ensure that every student succeeds.

The origins of CBE as a unified pedagogical concept dates back to 2011 when over 100 education innovators and practitioners convened at the first National Summit on K-12 Competency-Based Education in America.

Organised by the Aurora Institute (formerly iNACOL) and the Council of Chief State School Officers, the summit produced a working definition of CBE. This definition helped align various reform efforts previously known by different terms—competency-based, mastery-based, proficiency-based, and performance-based education.

It provided a common language and framework used by schools, states, and national organisations to design educational models, shape policies, and discuss initiatives. Ideally, the genesis of the concept can be traced to the 1960s when it was initially applied to generative grammar by Noam Chomsky.

By 2017, with CBE gaining wider traction, it became clear that the original definition required revision to reflect emerging insights and evolving practices. A second National Summit on K-12 CBE, along with a technical advisory group of over 40 experts, led to the development of a new definition in 2019. This updated version reflects a deeper and broader understanding of how to effectively support all learners.

The revised definition articulated seven core elements of competency-based education, namely: Student empowerment; assessment as learning; differentiated support; mastery over seat time, flexible pathways and pacing; embedded equity; and transparent expectations.

Instructively, student empowerment involves learners being given daily opportunities to make meaningful decisions about their learning journey, including how they demonstrate knowledge.

Assessment as learning has to do with use of meaningful and timely formative tests designed for remedial purposes, contributing to the learning process rather than just measuring it. Concerning differentiated support, instruction has to be responsive to individual learning needs, ensuring that all students receive timely, tailored help.

On the element of mastery over seat time, students are expected to progress to the next level only after demonstrating mastery, rather than spending a set amount of time in class. This is a tricky situation, given our local realities.

The other element, flexible pathways and pacing, demands that learning pathways be varied to accommodate different paces and styles of learning. Concerning equity, CBE demands that each student be accorded support that will ensure they develop to their full potential.

Obstacles such as indiscriminate cut-throat competition in exams and other socio-cultural bottlenecks must be addressed, apart from identification and nurturing of talents. Equity considerations are integral to the school’s culture, structure, and pedagogy.

Concerning transparent expectations, learning outcomes ought to be clearly articulated, measurable, and transferable, enabling consistency and clarity across systems. The aspect of transferability refers to those skills that enable individuals to perform effectively in different settings and apply knowledge and skills to different tasks, regardless.

Commonly referred to as the 21st Century skills, they are the most popular whenever one mentions CBC. They include critical thinking, problem-solving, creativity, communication and collaboration, among others.

Accompanying the revised definition is a set of belief statements that further articulate the values underlying CBE. These include the conviction that CBE replaces the traditional education model, rather than merely modifying it. It centres equity by ensuring every student receives the engagement, support, and rigour needed to thrive, both inside and outside the classroom.

The belief statements affirm that all students are capable of deep learning, provided they are challenged and supported. Moreover, educators must create innovative environments responsive to diverse learning styles and timelines, and learning should extend beyond the classroom—anytime and anywhere. The statements also stress the importance of social-emotional development, self-regulation, and transparency in assessment and expectations.

A critical component of CBE is its synergy with personalised learning. Personalised learning involves tailoring education to each student’s strengths, interests, and needs, giving them voice and choice in their learning process.

Within a CBE framework, personalised learning becomes more effective, as CBE structures validate student proficiency, monitor individual progress, and emphasize equity. This ensures all students can meet high expectations without reinforcing inequitable practices such as tracking. And this is where the rubber will meet the road, given our inadequate resources.

Clearly, CBE is one system that must be carefully thought out and supported, for implementation to be successful. To be effective, all seven elements must work in unison.

Partial implementation—such as simply offering flexible pacing or using digital tools—does not make a system competency-based.

Many private schools in Kenya claim to have embraced CBC (now rebranded as CBE), but often focus on superficial elements like project-based learning or tech integration, without shifting underlying assessment and support structures. This fragmented approach undermines the goal of deeper learning. It is worsened by the so-called CBC (CBE?) experts, who peddle half-truths, often focusing on curriculum materials alone. There are no experts here; it’s a long learning curve.