i.

Core Competencies for CBC;

A competency-based approach Curriculum enables meaningful connections within and between
learning areas through a focus on competencies. The learning areas serve as vehicles through
which the core competencies are developed over time.
In the context of the Kenyan Competency Based Curriculum (KCBC), a competency is
understood as ‘the ability to apply appropriate knowledge, skills, attitudes and values to
successfully perform a function’. The integration of pertinent and contemporary issues and
service learning into the framework provides the opportunity for learners to develop and apply
their skills and knowledge, or in other words, their competencies.
Based on the Needs Assessment Study carried out by KICD, the seven core competencies to be
achieved by every learner are:

1. Communication and Collaboration

2. Self-efficacy
3. Critical Thinking and Problem Solving
4. Creativity and Imagination
5. Citizenship
6. Digital Literacy
7. Learning to Learn

Communication and Collaboration

Communication is the act of transferring information from one place or person to another,
whether vocally, visually, or non-verbally. The discipline of communication focuses on how
people use messages to generate meanings within and across various contexts, cultures, channels,
and media. The discipline promotes the effective and ethical practice of human communication.

Being able to communicate effectively as intended is the most important of all life skills. How
well information can be transmitted and received is a measure of how good our communication
skills are. Developing communication skills helps in all aspects of an individual’s life.

The foregoing assertions then imply that education at each level should endeavor to enhance the
learner’s acquisition of effective communication skills through which they can interact and
express themselves during the learning process. In this respect, caution and care prevailed upon
the decision on the language to be used as a medium of instruction at the Early Year’s Education
level. It is also important to take cognizance of appropriate modes of communication for learners
with special educational needs.

Collaboration is the process of two or more people or organizations working together to realize
shared goals. Collaboration may require leadership, although this can be social within
decentralized or egalitarian groups or teams that work collaboratively in relation to gaining
greater resources, recognition and motivation.

Strategies for effective communication enhance the attainment of greater collaboration among
groups and ultimately increases the success of teams as they engage in collaborative problem
solving.

Self-efficacy
Self-efficacy is a person’s belief about his or her capabilities to perform tasks or assignments that
can change and transform his or her life. It determines how the person feels, thinks, behaves and
motivates themselves. Self-efficacy has the potential to determine four major processes namely
cognitive, motivational, affective and selection processes.
A strong sense of self-efficacy enhances a learner’s accomplishment and personal well-being in
many ways. Learners with high assurance in their capabilities approach difficult tasks as
challenges to be mastered, rather than as threats to be avoided. Self-efficacy fosters intrinsic
interest and deep engrossment in activities. Learners set themselves challenging goals and
maintain a strong commitment to them.
Self-efficacy as a competency enables learners to develop and nurture intra-personal skills and
values such as self-awareness, self-esteem, confidence and personal integrity. These
competencies enhance the learner’s ability to heighten and sustain efforts in the face of failure
and effectively manage stressful situations.

Critical Thinking and Problem Solving

An important outcome of quality education is teaching learners how to think critically. The
British Council (2015) identifies three types of thinking: reasoning, making judgements, and
problem solving. When learners are empowered with critical thinking, they avoid being
subjective, and use logic and evidence to arrive at conclusions.
Critical thinking also facilitates exploring new ways of doing things and learner autonomy.
Learners learn that for every issue there are multiple perspectives that they can explore, rather
than a rigid recall and regurgitation of information. Critical thinking is important for lifelong
learning. It helps learners to exercise flexibility and
open-mindedness to opinions that may sometimes conflict with their own beliefs and positions.
Critical thinking and problem solving are useful for learners of all ages and in all the learning
areas and disciplines offered in the basic education curriculum. For example, in the sciences
learners need to think critically about observations and patterns to develop ideas on how to solve
problems. These competencies are also important for solving problems in their lives and
communities, and ultimately helps them to fulfil their potential, which is the vision for the basic
education curriculum. This contributes to addressing the unemployment challenge in Kenya.

Creativity and Imagination

Creativity and imagination refer to the ability to form new images and sensations in the mind,
and to turn them into reality (British Council, 2016). It is the ability to imagine things that are not
real, to form pictures in the mind of things that one has not seen or experienced, and turn those
pictures into real things.
Imagination only exists or happens in the mind, and it remains in the mind. Creativity and
imagination on the other hand, is characterized by the ability to perceive the world in new ways,
to find hidden patterns, to make connections between seemingly
unrelated phenomena, and to generate solutions. It is a phenomenon whereby something new and
valuable is formed.
In educational terms, creativity and imagination refers to the ability of learners and their teachers
to form images and ideas in their minds, and turn them into real, visible creations. Learners who
are imaginative and creative are able to make life interesting for themselves and others around
them.

Citizenship
Historically, human beings have always formed communities based on a shared identity. Such
identities are forged in response to a variety of human needs, which might be economic, political,
religious or social. As group identities grow stronger, those who hold them in commonality with
others organize themselves into communities, articulate their shared values, and build
governance structures to support their beliefs.
The individuals in these communities identify themselves as citizens. Citizenship is the state of
being vested with the rights, privileges, and duties of a citizen. It creates a sense of belonging
and attachment to one’s nation. A sense of citizenship helps to equip young people to deal with
situations of conflict and controversy knowledgeably and tolerantly.
They are able to understand the consequences of their actions, and those of the adults around
them.

Digital Literacy
Digital literacy can be described as having the knowledge, skills and behaviors which are
necessary to effectively and safely use a wide range of digital content and devices. Such devices
include mobile phones, smart phones, tablets, laptops and desktops among others. All these falls
within the category of network enabled devices. Digital literacy focuses mainly on network
enabled devices and should not be confused with computer literacy skills.
However, traditional forms of literacy and computer literacy are enhancers in the acquisition of
digital literacy skills. Individuals are presumed to be digitally literate if they possess a broad
range of digital skills and knowledge, and have a basic understanding of the potential uses of
computing devices.
Digital literacy as a competence therefore encompasses knowledge and skills concerning the
appropriate application of a variety of hardware platforms such as computers, tablets and mobile
devices, and their software including but not limited to
web search or internet application software.

Learning to Learn
Learning is a continuous process that begins at birth and continues until death; it is the process
through which we use our experience to deal with new situations and to develop relationships.
As a concept, it involves far more than thinking as it incorporates the whole personality – senses,
feelings, intuition, beliefs, values and will. If we do not have the will to learn, we will not learn
and if we have learned, we are actually changed in some way. If the learning makes no
difference, it can have very little significance beyond being random ideas that float through our
consciousness.
Learning to learn is the ability to pursue and persist in learning, to organize one’s own learning
by the effective management of time and information, both individually and in groups. This
competence includes awareness of one’s learning process and needs, identifying available
opportunities, and the ability to overcome obstacles in order to learn successfully. This
competence means gaining, processing and assimilating new knowledge and skills as well as
seeking and making use of guidance. Learning to learn helps learners to build on prior learning
and life experiences in order to use and apply knowledge and skills in a variety of contexts.