NAME: Pleasant chebet
ADM:Ked/053/24
UNIT: Subject methods in Christian Religious Education
Question one.
Difference between 8-4-4 system and Curriculum Based Education (CBE) system of
education.
Introduction.
The shift from 8-4-4 system to the Competency Based Education (CBE) brought change in
Kenya's educational history. While 8-4-4 focused on what students know, CBE emphasizes what
students can do.
Key differences between the two systems.
1. Core Philosophy and Focus
The two systems had different aims of providing different outcomes for learners:
o 8-4-4 (Content-Based): This was a teacher-centered system. The goal was to cover
syllabus and enable students to have knowledge. Success depended on a student's ability
to memorize and give answers during exams.
o CBE (Competency-Based): This is a learner-centered system. It focuses on
developing core skills like communication, collaboration, critical thinking and creativity.
It aims to identify a child's talents earlier.
2. The Structure (The Years)
Refers to the years of study in each level of the system.
Feature 8-4-4 system CBE system ( 2-6-3-3)
Primary 8years 2years(pre-primary) + 6 years
(primary)
Secondary 4years 2years(junior school) + 3
years( senior school)
University 4years( minimum) 3years (minimum)
3. Assessment methods.
This is are the specific tools, techniques, and strategies teachers use to collect data of a student’s
learning.
o 8-4-4: Relied on summative assessments. Students future depended on a single
final exam (KCPE or KCSE). It was competitive .
o CBE: Uses formative assessments. Instead of one major exam, students are
assessed continuously through Classroom-Based Assessments (CBA). Their progress is
tracked over time, and the final grade is a combination of these assessments plus a
national exam.
4. Learning Pathways.
They are specialisation in these system.
o 8-4-4: Everyone took the same core subjects in high school.
o CBE: Introduces pathways whereby at the Senior School level (Grade 10-12).
Students can choose the subjects b ased on their interests and abilities:
Arts and Sports Science .
Social Sciences.
Science, Technology, Engineering, and Mathematics (STEM) .
5. Role of the Parent .
The part that parents play in these systems.
o 8-4-4: The parent's role was mainly supportive;paying fees, buying uniforms, and
checking report cards.
o CBE: Requires active parental engagement. Parents are expected to help with
"extended learning" at home, assist with practical projects, and monitor the development
of values and life skills.
Conclusion .
The 8-4-4 system aimed to create an academic elite, while CBE seeks to build a skilled
personnel capable of addressing real-world challenges.
Question two
Role of religious education in CBE .
1. Cultivation of core competencies.
Communication and Collaboration
It’s not just about speaking English or Kiswahili; it’s about working in a team.
Students work on group and through discussions maybe on topics like parables and
moral dilemmas , students learn to express their views and work with others. They listen
to others, negotiate, and reach a common goal.
Critical Thinking and Problem Solving
Critically analyzing situations.
Students are encouraged to apply biblical teachings to modern-day challenges this
requiring them to analyse and evaluate information rather than reciting it.
Self-Efficacy
Confidence in your own ability.
Religious studies teaches on purpose and identify and through it students build
confidence needed so as to deal with life’s challenges.
2. Developing Social-Emotional Skills.
Unlike 8-4-4, where memorizing verses is common, CBE uses Religious Education to
help students manage their emotions and relationships.
Conflict Resolution: Students learn to settle playground disputes peacefully using
parables or religious stories.
Empathy: Children understand the feelings of others through their faith.
3. Promoting National Unity and Diversity.
Religious Education in CBE aims to create Religious Literacy.
It teaches students to respect other people's faiths and cultures.
By understanding different beliefs, students develop Citizenship, which is one of the
seven core competencies of CBE. This is essential for a multi-religious country like
Kenya.
4. Community Service Learning (CSL) .
In CBE, Religious Education goes beyond the classroom. It plays a key role in
Community Service Learning:
Students visit children's homes, plant trees, or help the elderly as part of their religious
assignments.
This turns "faith" into "action," which defines competence.
5. Guiding Career Pathways.
As students enter Senior School, Religious Education helps them navigate ethical issues
in their future careers.
For STEM students: They learn to deal with the ethics of science, such as climate change
and the environment.
For Social Science students: They explore leadership, governance, and law.
