If CBC was my nemesis, I will be spoilt for choices to attack. There are infinite fronts of which I can dismantle, deconstruct and debunk some of the supposed basis of it's roll out. These article will strictly be objective. Before we delve deeper, it's essential to start we the basics. Let's roll back and see how we got here.
The Competency Based Curriculum dubbed CBC (2-6-3-3) was rolled out in 2017 to replace the 8-4-4 system which has been in the existence since 1985. The curriculum framework encompasses 2 years in pre-primary, 6 years in primary, 3 years in junior school and finally 3 years in senior school. As of today, the pioneer cohort is already in Junior School.
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| Photo credit:Cardinal Education Network |
The pretext for the departure from the 'exam oriented' 8-4-4 system was to 'combat' the unemployment crisis which has been heavily linked with the former curriculum. The mantra that CBC will significantly reduce joblessness is hoax; an escapist notion that will eventually crumble the already ailing education sector. Here is why;
CBC implementation is based on escapism which assumes that the country has been operating without an education system. That, the problem with 8-4-4 system can only be solved by imposing an new entity which has frail anchorage. Nothing can be further from the truth.
The assumption that the curriculum will be a success in our set up because it worked somewhere else is also another dream which we need to wake up from. While on paper CBC ostensibly is the real deal, our socio-economic facets cannot allow it to thrive and produce returns as it has been the case in other jurisdictions.
For the heavily practical system to work out as envisaged, one thing is rudimentary; adequate infrastructure, resources (both human and physical) must be in existence. The common knowledge is that even the basic infrastructure and man power remains elusive in arguably all public learning institutions.
ICT is supposed to be at the center of CBC curriculum framework implementation. But in a country where some places are still in the dark, how can that be realized? Lack of electricity connection aside , how many in the pool of teachers have the techno know-how? Your guess is as good as mine.
In a bid to reduce overdependance on white collar jobs, the curriculum hopes to create self employement for successful graduands by imparting skills and nurturing their talents but there is conundrum that emerges. The aspect of pathways at senior school limits the learner's potential. How? CBC assumes that one cannot thrive both talent-wise and academically. That if you're good in academics, you're automatically untalented and vice versa. And even if you are talented you cannot realize your full potential since you are restricted to one pathway at the prime age of talent nurturing. That means the we are teaching our children not think three-dimensionally. That the 'only' goal of education is just to get employed and make money.
The over-emphasis on skills while diminishing the importance of knowledge is also a shot in the foot. Theoretical concepts are as important as skills. In fact the basis of skills is the acquisition of necessary knowledge. In an ever-evolving world, being limited in terms of knowledge may render whatever skills you have obsolete in a flash.
The country has faced the unemployment challenge for ages and it will be artificial to attribute it to a rigid curriculum (8-4-4) .The issue with unemployment is a multi-dimensional and implementation of a new curriculum alone cannot overnightly change the status quo. The belief is that the CBC cohorts will get straight into employment in the end is a classic case of Alice in the wonderland.
The CBC curriculum needs thorough rethinking before it mauls our innocent generations.
CBC implementation is based on escapism which assumes that the country has been operating without an education system. That, the problem with 8-4-4 system can only be solved by imposing an new entity which has frail anchorage. Nothing can be further from the truth.
The assumption that the curriculum will be a success in our set up because it worked somewhere else is also another dream which we need to wake up from. While on paper CBC ostensibly is the real deal, our socio-economic facets cannot allow it to thrive and produce returns as it has been the case in other jurisdictions.
For the heavily practical system to work out as envisaged, one thing is rudimentary; adequate infrastructure, resources (both human and physical) must be in existence. The common knowledge is that even the basic infrastructure and man power remains elusive in arguably all public learning institutions.
ICT is supposed to be at the center of CBC curriculum framework implementation. But in a country where some places are still in the dark, how can that be realized? Lack of electricity connection aside , how many in the pool of teachers have the techno know-how? Your guess is as good as mine.
In a bid to reduce overdependance on white collar jobs, the curriculum hopes to create self employement for successful graduands by imparting skills and nurturing their talents but there is conundrum that emerges. The aspect of pathways at senior school limits the learner's potential. How? CBC assumes that one cannot thrive both talent-wise and academically. That if you're good in academics, you're automatically untalented and vice versa. And even if you are talented you cannot realize your full potential since you are restricted to one pathway at the prime age of talent nurturing. That means the we are teaching our children not think three-dimensionally. That the 'only' goal of education is just to get employed and make money.
The over-emphasis on skills while diminishing the importance of knowledge is also a shot in the foot. Theoretical concepts are as important as skills. In fact the basis of skills is the acquisition of necessary knowledge. In an ever-evolving world, being limited in terms of knowledge may render whatever skills you have obsolete in a flash.
The country has faced the unemployment challenge for ages and it will be artificial to attribute it to a rigid curriculum (8-4-4) .The issue with unemployment is a multi-dimensional and implementation of a new curriculum alone cannot overnightly change the status quo. The belief is that the CBC cohorts will get straight into employment in the end is a classic case of Alice in the wonderland.
The CBC curriculum needs thorough rethinking before it mauls our innocent generations.
Comments
When teachers are trained on how to handle the curriculum, all the facilitator could tell them is to improvise. My question is one, how do one improvise all the materials needed? There is basically nothing in the so called junior schools.
The other big mistake that happened is putting the primary headteachers to run the affairs of the junior schools. All they are doing is to squader the capitation meant for the improvement of junior schools.
In short there is no single learning taking place in the so called junior schools.