MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY

NAME :PAUL KAHIGA

REG NO. EDA/B/01-00945/2021

COURSE CODE : CIT 421

COURSE TITLE: FUNDAMENTAL OF CBC

DEPARTMENT OF CURRICULUM INSTRUCTIONS

LECTURER'S NAME: DR. HERBERT.

DATE OF SUBMISSION: 20/3/2025

Core competencies play a crucial role in learning and development by shaping an individual's ability to
excel in various areas. Here are some key roles of core competencies in learning:

1. Communication and Collaboration

Communication is conveying intended information from one person to another using a mutually
understood language. It is the exchange of thoughts, messages, opinions and information, as by speech,
signals, writing, or behaviour.

Collaboration is a purposeful relationship in which all parties choose to cooperate in order to achieve a
common objective. An important aspect of the Competency-Based Curriculum is that learners will be
involved in various learning activities. Most of these activities will require to be done in pairs, in small
groups or whole class. For the learners to achieve the intended learning outcomes, they will require to
be talking to each other using effective and polite language. Besides the use of effective and
appropriate language, the learners will be required to cooperate and work together to achieve the
learning outcomes.

Communication and Collaboration is a competence that the learners will acquire to help them in school,
at home and in their daily lives.

2. Critical thinking and problem solving

Critical thinking is one of the key learning outcomes that is envisaged in the provision of quality
education. There are three types of critical thinking. These are reasoning, making judgements and
problem-solving. When learners acquire the competence of critical thinking, they can use logic and
evidence to arrive at conclusions as opposed to being subjective. This competence also enables the
learners to explore new ways of doing things. The learners will appreciate the fact that there are
various perspectives of addressing an issue. Critical thinking is very important, and it is applicable
throughout our lives.

Critical thinking and problem-solving helps create an open mind and readiness to listen. The learners
will also appreciate information and opinions that may sometimes conflict with their earlier held beliefs
and positions. The competence is useful for learners of all ages and in all subjects and disciplines across
the basic education curriculum.

3. Creativity and Imagination

Creativity and Imagination is the ability to form new images and sensations in the mind and to turn them
into reality. In creativity and Imagination, learners imagine things that are not real and form pictures in
the mind. The imagined things are those that have neither been seen nor experienced, but the learners
will turn those pictures into real things.
In the Competence Based Curriculum, learners and their teachers will imaginatively and creatively form
images and ideas in their minds. They will then convert these ideas and images into real and visible
creations. Imaginative and creative learners will always make life interesting for themselves and others
around them because they are able to create new ideas which add value to their lives and to those of
others around them.

4. Citizenship

Citizenship is the state of being vested with the rights, privileges, and duties of a member of a certain
community. Citizens have a sense of belonging to one’s nation. When learners acquire a sense of
citizenship, they are able to deal with situations of conflict and controversy in a knowledgeable and
objective manner. They will understand the consequences of their choices and actions.

Citizenship inculcates respect for oneself and for other people. Additionally, it develops a unique
approach to members of the community that is anchored on equity and justice.

5. Digital Literacy

In the Competency Based Curriculum, Digital Literacy is the ability to use digital devices to explore
information and content stored in digital devices. Such digital devices include tablets, desktop
computers, laptops and phones among others.

Digital literacy as a competence, therefore, encompasses the knowledge, skills and appropriate
application of a variety of hardware platforms such as computer, cell phones, mobile devices and their
software. The teacher and the learners should be prepared and equipped to match and cope with the
demands of this ever-changing industry.

Digital Literacy, therefore, challenges traditional thinking and practices. It leads to innovation, creativity
and transformational learning by the learners and the teacher. In order to face the ever-changing world
of technology, teachers and learners are required to acquire, develop and keep updating their digital
literacy competence.

6. Learning to Learn

In our daily lives, learning commences the day we are born, and it continues throughout our lifetime.
Learning, therefore, helps us to use our experience to deal with new situations. It also helps us to
develop relationships in the community. Learning is an intertwined phenomenon which involves our
body, mind and soul. For us to be able to learn, we should first have the will to learn. We learn
something new every day and this helps us change our lives. Learning should positively impact the
learner and society as a whole.

Learning to Learn therefore requires awareness of one’s learning process and needs. It requires the
learner to identify learning opportunities and develop the ability to overcome obstacles in order to learn
successfully. Once the learners acquire this competence, they will be able to build on prior learning and
life experiences. There are four pillars of learning i.e.
· Learning to know: This is the most basic form of learning. Learners will acquire academic
knowledge but with little or no application.

· Learning to do: Learners will acquire knowledge and do certain activities using that knowledge e.g.
in sports.

· Learning to be: This combines the first two pillars and helps the learner to be what they want to
be in life. The learner is able to act with growing independence, discernment and personal
responsibility.

· Learning to live together: This is the epitome of learning. The learner will acquire and apply the
first three pillars of learning and co-exist with others in society.

7. Self-efficacy

Self-efficacy refers to one’s belief about their ability to perform certain tasks or assignments. It
determines how a person perceives and thinks about a certain task. Self-efficacy has the potential to
determine success in accomplishing tasks and assignments.

A learner with strong self-efficacy will demonstrate self-assertiveness, empathy, effective

In competency-based education, the learner will need to develop this competence to help him or her to
face some seemingly difficult activities with confidence. When the pre-primary learner is asked to draw
and colour, he or she should be able to approach such tasks with courage and confidence. The teacher
should be able to inculcate the competence of “Yes we can”. It will help the learner to face even more
challenging situations at school, home and in their future lives.

Question two: Describe the values as outlined in basic education curriculum framework. (10
marks)

Values: Defined as standards that guide an individual on how to respond or behave in a given
circumstance.This pillar emphasizes the inculcation of moral and ethical values in learners, promoting
virtues such as honesty, integrity, respect, and responsibility.

Theoretical Approaches: The CBC incorporates various theoretical approaches to learning, including
constructivism, experiential learning, and inquiry-based learning. These approaches focus on active
student engagement, critical thinking, and problem-solving. They include instructional design theory,
visible learning theory, constructivism theory among others.

Guiding Principles: The guiding principles of the CBC include learner-centeredness, inclusivity,
relevance, flexibility, and adaptability. These principles ensure that the curriculum is responsive to the
diverse needs of learners and the dynamic nature of the society.
These pillars collectively form the foundation of the CBC, shaping the educational experience and
outcomes for learners.

Question three ; Describe the qualities of a good feedback

“To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’
prior knowledge and to provide logical connections” (Hattie & Timperley, 2007, p. 104).

Task specific – feedback requires learning context and therefore needs to be task specific. There is no
advantage to tangential conversations when providing feedback.

Self-regulation – feedback should encourage the learner’s self-regulation by enhancing self-efficacy and
self-esteem. This concept corresponds with teaching learners how to learn.

Low task complexity – feedback should address tasks of low complexity. Goals should be broken down
into manageable tasks, as this increases the effectiveness of feedback.

Timing – the timing of feedback is not as straight forward as some may think. Quick turnaround on the
correctness of simple tasks benefits students. While students may prefer instantaneous feedback, the
literature supports that task process feedback benefits from a delay where students have time to think
about difficult tasks before receiving the feedback.

Praise – the most prevalent and least effective, praise disrupts the positive effects of feedback. It should
be used cautiously, as students tend to enjoy private praise though it fails the need for task specificity.

Technology enhanced – used appropriately, technology has the ability to provide timely feedback,
improve collaboration, increase social presence, increase dialogue, improve reflection, support learning
principles, and increase student satisfaction. Consider using the technologies available at your school to
optimize technology in providing students feedback.
Constructive: Focus on how the person can improve, rather than criticizing or blaming them.
Resources:

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81

Henri, M., Johnson, M. D., & Mepal, B. (2017). A review of competency-based learning: Tools,
assessments, and recommendations. Journal of Engineering Education, 106(4), 607-638.

Savage, K. L. (1993). Literacy through a competency-based educational approach. Approaches to Adult

Shearer, R. L. (2017). Adaptive learning, competency based education, and personalization: Implications
for distance education and adult learners. Journal of Lifelong Learning Society 13(1), 49-71.