Times Of Swaziland: GOVT MUST PUT BRAKES ON COMPETENCY-BASED EDUCATION

GOVT MUST PUT BRAKES ON COMPETENCY-BASED EDUCATION
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Editor on 21/02/2024 08:19:00


Sir,
It is with a heavy heart and deep concern that I felt compelled to express my
thoughts on the newly introduced competency based education (CBE) curriculum in
our country, which is now in the sixth grade. While the intentions may have been
noble, the harsh reality is that this educational approach is proving to be
detrimental to our learners. The concept of equipping learners with practical
skills aimed at fostering entrepreneurship, rather than funneling them into
oversaturated white-collar professions, initially appeared as a promising
solution to the prevailing job market challenges. The growing cohort of
university graduates struggling to secure employment, or lack the
entrepreneurial acumen to forge their own path underscored the urgent need for a
shift in our educational focus. However, the stark reality paints a different
picture.
Trend
There exists a troubling trend where learners are advanced to higher grades
despite glaring deficiencies in fundamental skills such as basic writing
proficiency. The reasoning behind this rushed advancement, which I suspect is
attributed to financial constraints, is myopic and ultimately undermines the
future prospects of our children. It is vital for the government of the kingdom
to acknowledge that the foundation of effective entrepreneurship lies in the
ability to effectively communicate, particularly through the written word. How
can one aspire to be an entrepreneur when lacking even the most basic writing
skills?
Concerns
Teachers have resoundingly voiced their concerns about the decline in academic
standards under the CBE framework. Shockingly, learners at the fifth grade level
are struggling with tasks that were once mastered by first graders in the
previous syllabus. This glaring discrepancy underscores the inadequacies of the
current educational approach compared to the former outcome based education
system. Moreover, the burden placed upon primary school learners with a lot of
subjects, including Expressive Arts and Health and Physical Education, raises
fundamental questions about the government’s pedagogical philosophy. Experts
in cognitive development caution against inundating young minds with an
overwhelming academic workload, yet these admonitions seem to fall on deaf ears
within the corridors of power.
Adding to the mounting issues is government’s failure to equip schools with
essential materials for effective CBE implementation. How can teachers be
expected to teach choral music without proper musical instruments, conduct dance
lessons without adequate audio equipment, or provide swimming instructions
without access to a swimming pool? The lack of support from the government is a
clear indicator of its shortcomings in facilitating a smooth transition to the
CBE model. In light of these grave concerns, it is imperative that we pause and
reconsider the continuation of the CBE system in its current form. Our
children’s future is at stake and we owe it to them to provide an education
system that nurtures their intellectual growth and potential.