The new competence-based curriculum a richer approach

Christine Osae Debates over the contributions of education to unemployment have raged for years without any signs of abating. The most cogent argument raised by many has been that the theoretical curriculum produces job seekers devoid of any practical skills to create their own. Applause to the new competence based curriculum; there will be no such excuse in the future! After a four-week experience with teachers on school practice, I can disclose with precision that the new competence-based curriculum will yield a plenteous harvest. Although just a few months old in the school system, the new curriculum is already registering a positive reception and results among learners. The challenging and engaging learning experiences which require deep thinking rather than mere memorization, have given the lessons a more interesting and participatory ambience that had lacked in the previous years. This change to a competence-based curriculum has indeed brought transformation, in-depth learning, as well as enjoyable and habit-forming practices. Focusing on what young people can do rather than what they know, the teachers empowered the learners to exhaustively exploit their potentials. The learner-centered approach which involves diverse learning experiences, including but not limited to individual, paired and group work, oral questioning, discussions, debates, role play, presentations, projects, practical work, investigations, problem-solving, assignments, field visits, tests and quizzes, bring the class to life. There can never be a better way to do it! When teachers address learners’ individual needs, interests, abilities and backgrounds as stipulated in the new curriculum, they encourage learners to construct knowledge either individually or in groups in an active way. In this way, the learners acquire both critical and analytical skills that would be much needed in future for job creation. Indeed there is a sort of wonderment on what we would have achieved had this curriculum been launched much earlier. The shift from traditional methods of instruction to participatory and interactive methods that engage young people in the learning process, both in groups and as individuals brings the major aims of education to fruition. It ensures that learning is active, participative and engaging rather than passive. Even the most dreaded subjects like chemistry and mathematics have been rendered manageable with the new approach. This has proved a very effective way of empowering learners. However, it is worth mentioning that the delivery of this curriculum still faces the language challenge. It is essential that the standard of English of every teacher is brought to the necessary level of proficiency for them to teach effectively. While teachers of English have a major responsibility in this respect, every teacher ought to have a high level of expertise in English in addition to expertise in their own particular specialist subject(s). Conclusively, the new competence based curriculum is very promising. If implemented as it should be, the new curriculum will land Rwanda exactly where it envisions. The writer is a lecturer at The Adventist University of Central Africa

Education

The new competence-based curriculum a richer approach