The analysis of Nyerere’s philosophy of education for self-reliance on Kenya’s competency-based curriculum (CBC)

Abstract

This paper discusses the relevance of the Kenyan Competency-Based Curriculum (CBC) in the philosophy of Education as Self-Reliance by Julius Nyerere. This study is guided by a theoretical framework based on constructivist theory. A descriptive qualitative research design was used, and document analysis and phenomenological hermeneutical methods were required. The research examined government policies, curriculum, supporting scholarly literature, and unstructured teacher interviews. Some of the key thematic comparisons that existed between the CBC and the ideals of Nyerere have been learner autonomy, values education, communion with the community, and acquisition of practical skills. In these findings, it is seen that there is quite a lot of overlap between CBC and Nyerere’s vision, especially in the aspect of emphasizing practical learning and community-based education. Nevertheless, there are persistent implementation gaps, including inequality in resources, an enduring emphasis on exams, and inadequate teacher preparation. Notwithstanding these problems, CBC is seen as an initiative to change education in Kenya towards one that is more inclusive and self-reliant. In order to fully achieve the vision of a self-reliant, morally upright people by Nyerere, there is a need to restructure, empower teachers, and engage the community more broadly. The paper ends by giving a solution to this problem and ways of ensuring that the policies and practices bring the country close to what Nyerere envisioned about education.