Challenges of transitioning from 8-4-4 system to CBC in Kenya

1. Lack of adequate training and resources: Teachers and school administrators may not have received sufficient training on the new CBC curriculum, leading to challenges in implementing it effectively. Additionally, schools may lack the necessary resources, such as textbooks and teaching materials, to support the new curriculum.

2. Resistance to change: Some teachers, parents, and students may be resistant to the transition from the 8-4-4 system to CBC, as they may be comfortable with the old system and unsure about the benefits of the new curriculum.

3. Assessment and evaluation: The CBC curriculum emphasizes continuous assessment and evaluation of students' progress, which may require changes in the way schools conduct exams and assessments. This could pose challenges for schools that are used to the traditional exam-based system.

4. Inequality and access: There may be disparities in the implementation of the CBC curriculum across different regions and schools, leading to inequalities in access to quality education. Schools in rural or marginalized areas may face greater challenges in implementing the new curriculum due to limited resources and infrastructure.

5. Parental involvement: The CBC curriculum places a strong emphasis on parental involvement in their children's education. However, some parents may lack the time, resources, or understanding to actively participate in their child's learning, which could hinder the successful implementation of the new curriculum.

6. Transition period: The transition from the 8-4-4 system to CBC may be a challenging period for students, teachers, and schools as they adjust to the new curriculum and teaching methods. It may take time for stakeholders to fully understand and adapt to the changes, leading to potential disruptions in the education system.

Curriculum Content and Instructional Approach:

- Content overload: CBC introduces new subjects and integrates concepts across disciplines, requiring teachers to cover more content in less time.
- Shift from knowledge-based to competency-based education: CBC emphasizes skills and critical thinking, requiring teachers to adapt their teaching practices.
- Lack of alignment between CBC and teacher training: Many teachers trained in the 8-4-4 system need professional development to effectively implement CBC.

Assessment and Evaluation:

- New assessment methods: CBC introduces formative and summative assessments that require a range of skills and abilities. Teachers may need training to administer these assessments effectively.
- Lack of standardized assessment instruments: The development and standardization of assessment instruments for CBC is an ongoing process, leading to potential inconsistencies in student evaluation.

School Infrastructure and Resources:

- Limited classrooms: CBC requires more classrooms as it introduces new subjects and smaller class sizes. Many schools lack adequate space to accommodate these changes.
- Insufficient learning resources: CBC emphasizes hands-on activities and project-based learning, requiring schools to invest in textbooks, materials, and technology.
- Lack of specialized facilities: Some schools may need to build or modify facilities for practical subjects such as home science and agriculture.

Teacher Capacity and Motivation:

- Workload increase: CBC requires teachers to prepare more lesson plans, conduct additional assessments, and engage in professional development.
- Stress and burnout: The transition to CBC has been a stressful experience for many teachers, who may struggle to adapt to the new demands.
- Lack of motivation: Some teachers may feel undervalued or overwhelmed by the changes, affecting their job performance.

Cultural and Societal Factors:

- Resistance to change: Some parents and teachers may be resistant to the new system, fearing its impact on student performance or cultural values.
- Socioeconomic disparities: Schools in disadvantaged areas may face greater challenges in implementing CBC due to limited resources and support.
- Lack of public awareness: The government and education stakeholders need to increase public awareness about the benefits and goals of CBC.

Policy and Governance:

- Policy inconsistencies: The implementation of CBC has been affected by policy changes and funding issues.
- Lack of coordination: The transition to CBC has lacked effective coordination and collaboration among stakeholders, leading to confusion and delays.
- Insufficient funding: The government needs to allocate adequate funding to support schools and teachers in implementing CBC successfully.