The emphasis has been to streamline the
coherence within the existing syllabi by benchmarking them with those from
other countries with best practices. The
table below highlight the major difference between KBC and CBC.
|
Knowledge based curriculum (KBC)
|
Competence-Based
Curriculum (CBC)
|
|
Focuses on subject content and what
learners can know and memorize rather than what they can do.
|
Focuses on what
learners can do and apply in different situations by developing skills,
attitudes and values in addition to knowledge and understanding.
|
|
The learning process is teacher-centred
with minimum involvement of the learners.
|
The learning process is
learner focused where a learner is engaged in active and participatory
learning activities.
|
|
The teacher provides
the subject content concepts, through writing or dictating notes and
practical demonstration where experiments are required.
|
The learner builds new
knowledge from prior knowledge through discovery and problem solving based
learning (constructivist theory).
|
|
The teacher decides
what to teach and how to deliver the content without considering the needs
and interests of the learners.
|
The
learner helps to decide what to learn and at what pace and the learning is
through one competence at a time by units or modules of learning.
|
|
The assessment is after a period of time
through tests or exams of pen and paper.
|
The assessment is an
integral part of the learning process and takes place all the time by
informal or formal methods.
|
|
The assessment is norm referenced for
the purpose of ranking or selection mainly.
|
The assessment is
mainly criterion referenced for the purpose of evaluating and measuring what
learners are able to demonstrate.
|
|
Records show only naked
scores or grades without indicating what the learners have demonstrated.
|
Records
with clear statements about competence achievement are necessary for
feedback
|
