The 7 CBC Core Competencies in Kenya, Explained

Ask ten parents what CBC is about and you will hear "less exams, more practical work". That is partly true, but it misses the idea at the heart of the curriculum: learners should build skills they can use, not just facts they can recall.

Those skills are called core competencies. Kenya's Competency-Based Curriculum, developed by the Kenya Institute of Curriculum Development (KICD), identifies seven of them. This guide explains each one in plain language, with examples of what it looks like in a real classroom.

Core competencies versus learning areas

A quick distinction clears up a lot of confusion.

• Learning areas are what a learner studies: Mathematics, English, Integrated Science, Creative Arts and so on.
• Core competencies are the skills a learner builds while studying them: working with others, solving problems, thinking creatively.

A single Science project can develop several competencies at once. That is exactly why they are called core: they run through everything, rather than sitting in one subject.

The seven core competencies

1. Communication and collaboration

Expressing ideas clearly, listening to others, and working well in a team.

In class: a Grade 5 group plans and presents a short talk on water conservation. Each member has a role, and they have to agree on the message.

2. Self-efficacy

Believing in your own ability to do something, and following through. It includes confidence, resilience and taking responsibility for your choices.

In class: a learner who struggled with fractions keeps practising, asks for help, and then explains the method to a classmate.

3. Critical thinking and problem solving

Asking questions, weighing evidence, and finding workable solutions rather than waiting to be told the answer.

In class: learners are given a real problem, such as why the school garden is not growing well, and design a way to test the possible causes.

4. Creativity and imagination

Coming up with new ideas and original ways of doing things.

In class: a Grade 3 class builds a model from recycled materials and explains why they designed it that way.

5. Citizenship

Understanding your rights and responsibilities, respecting others, and taking part in your community.

In class: learners organise a clean-up around the school compound and learn how local decisions are made.

6. Digital literacy

Using digital tools safely and effectively to learn, create and communicate.

In class: older learners research a topic from reliable sources and present what they found, while learning how to stay safe online.

7. Learning to learn

Knowing how you learn best, setting goals, and reflecting on your progress.

In class: a learner keeps a simple reflection journal, noting what went well this week and what to try next.

How schools actually assess competencies

You cannot test a competency with a single paper. Teachers assess them through observation and activity:

• Group projects and presentations
• Practical tasks and experiments
• Portfolios of a learner's work over time
• Teacher observation notes
• Self- and peer-assessment

These records feed into school-based assessment (SBA), which counts toward a learner's overall picture, including placement decisions later on. For the grading side of that picture, see our guide to the CBC grading system.

Why this is hard to manage on paper

In practice, competency tracking is where many schools struggle. A teacher with 45 learners and several learning areas cannot realistically keep detailed notes on seven competencies per child in an exercise book.

What usually happens is one of two things: notes are kept for only a handful of learners, or competency comments become generic ("a good learner who works hard") and stop being useful.

A few habits help, with or without software:

1. Record small, specific observations as they happen, one line is enough.
2. Tie each note to a competency so you can see patterns across a term.
3. Review notes before writing report comments, rather than writing from memory on the last weekend.
4. Share a short summary with parents, so they know what to encourage at home.

Helping parents support competencies at home

Parents do not need special training. Simple things make a real difference:

• Ask your child to explain what they did at school today, in their own words (communication).
• Let them try before you step in (self-efficacy, problem solving).
• Give them small responsibilities at home (citizenship).
• Encourage them to set one goal for the week (learning to learn).
• Supervise screen time and talk about what they find online (digital literacy).

Where DiraSchool fits

A school management system cannot replace a teacher's judgement. What it can do is keep results, attendance and report cards in one place, so teachers spend less time on paperwork and more time actually observing learners. DiraSchool generates CBC report cards from the results you enter and gives parents a portal to view them. You can create a school account and try it free.

Summary

• CBC has seven core competencies: communication and collaboration, self-efficacy, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, and learning to learn.
• They are skills that run across every learning area, not extra subjects.
• They are assessed by observation and activities, not one-off tests.
• Specific, regular notes beat generic end-of-term comments.

For the official description of the curriculum, refer to KICD's published curriculum designs.

Related: Tracking competencies across a whole school is easier with a CBC school management system.