Explain why adopting curriculum based competence evaluating physical skills have remained less viable in certificate of secondary education examination?

There are several reasons why adopting curriculum-based competence evaluating physical skills has remained less viable in the Certificate of Secondary Education examination:

1. Limited resources: Many schools and educational institutions may not have the necessary resources, such as trained physical education teachers, sports facilities, or equipment, to effectively implement and evaluate physical skills in the curriculum. This lack of resources makes it difficult to assess students' competence in physical skills accurately.

2. Time constraints: The current structure of the Certificate of Secondary Education examination often prioritizes academic subjects, such as mathematics, science, and languages. This leaves limited time for physical education and evaluating physical skills. Schools may prioritize academic subjects to ensure students perform well in the examination, as it heavily influences their future educational and career prospects.

3. Subjectivity in evaluation: Assessing physical skills can be subjective, as it involves evaluating students' performance based on individual abilities, techniques, and styles. Unlike academic subjects, which often have standardized tests and marking schemes, physical skills evaluation may vary depending on the evaluator's interpretation and biases. This subjectivity makes it challenging to establish a fair and consistent evaluation system for physical skills in a standardized examination.

4. Lack of recognition: In many educational systems, the focus is primarily on cognitive skills and academic achievements. Physical skills, although important for overall development and well-being, may not receive the same recognition and importance in the examination system. This lack of recognition discourages schools and policymakers from investing time and resources in developing a curriculum-based competence evaluation for physical skills.

5. Limited assessment methods: Assessing physical skills requires practical demonstrations and observations, which may not align well with the traditional examination format. The current examination system heavily relies on written tests and multiple-choice questions, which are not suitable for evaluating physical skills effectively. Developing appropriate assessment methods for physical skills that can be integrated into the examination system is a complex task.

Overall, the adoption of curriculum-based competence evaluating physical skills in the Certificate of Secondary Education examination faces challenges related to limited resources, time constraints, subjectivity in evaluation, lack of recognition, and limited assessment methods. These factors have contributed to the lesser viability of incorporating physical skills evaluation into the examination system.