The implementation of the Competency-Based Curriculum (CBC) in Kenya has received a significant boost following the adoption of Communities of Practice (CoP) as an innovative strategy to address persistent gaps in the interpretation of curriculum designs in schools.
The approach, which emphasises structured collaboration, peer learning and continuous professional development among teachers, is increasingly being viewed as a game changer in strengthening Competency-Based Education (CBE) and enhancing Science, Technology, Engineering and Mathematics (STEM) learning across the country.
The initiative was highlighted during the closing session of a three-day workshop for In-Service Education and Training (INSET) Centre Principals and county trainers held at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) in Karen, Nairobi.
Speaking at the event, County Trainer Representative and teacher at Timaa Primary and Junior School in Trans Nzoia County, Alice Liyosi, said Communities of Practice have played a crucial role in improving curriculum implementation in her county.
She explained that the concept of CoP was introduced to bridge major gaps in teachers’ understanding and interpretation of CBE curriculum designs, which had previously hindered effective delivery of lessons in classrooms.
According to Liyosi, many teachers initially struggled to translate the curriculum designs into practical teaching strategies, prompting the need for a collaborative platform where educators could jointly address challenges and build capacity.
“The Community of Practice was established primarily to bridge serious gaps in the interpretation of CBE curriculum designs. These gaps had been affecting effective curriculum delivery in our schools,” she said.
She noted that the platform brings together teachers to collectively unpack curriculum requirements, share experiences, and co-create solutions that enhance teaching and learning outcomes.
Through the initiative, County Trainer Representatives (CTRs) and INSET Centre Principals have been able to exchange ideas, learn from one another, and develop practical approaches to curriculum delivery.
“I am grateful to CEMASTEA because this programme has brought us together as CTRs and INSET Centre Principals. We are here to enhance our capacity as leaders in curriculum implementation, particularly in matters related to CBE,” she said.
Liyosi added that the CEMASTEA training programme has been instrumental in equipping teachers with the knowledge and skills needed to interpret the curriculum effectively, while also supporting the establishment and growth of Communities of Practice at both county and school levels.
A key component of the CoP model is lesson study, where teachers collaboratively plan, observe and review lessons with the aim of improving classroom practice and addressing learning gaps.
Through lesson study sessions, teachers are able to identify areas of weakness, develop appropriate interventions, and refine their teaching strategies to better meet the needs of learners.
Participants at the workshop were also trained on how to support teachers not only as administrators but also as instructional leaders, ensuring that curriculum implementation is both effective and sustainable.
Liyosi revealed that the idea to introduce Communities of Practice emerged during County Teacher Capacity Development Committee (CTCDC) meetings held in late 2024, where stakeholders identified widespread challenges in curriculum interpretation.
“This was a programme that the CTCDC resolved was necessary to help teachers interpret the curriculum, and we subsequently rolled it out,” she explained.
She emphasized the growing importance of STEM education, noting that it is central to preparing learners for the demands of a rapidly evolving global economy.
“STEM is inevitable. We have to embrace it,” she said, underscoring the need for teachers to adopt modern teaching approaches that align with current technological trends.
The rollout of the programme began in October 2024 under a lesson study framework targeting junior and primary schools in Trans Nzoia County.
Since then, the initiative has grown significantly, with the Trans Nzoia County Communities of Practice expanding from an initial 21 members to 141 teachers.
Liyosi said the rapid growth reflects the value that educators have found in the collaborative model, as well as the increasing demand for support in curriculum implementation.
To guide the process, participants developed an action plan that focused on interpreting the curriculum from the national goals of education through to assessment.
“We formed an action plan where we were supposed to interpret the curriculum, looking at the whole process from the national goals of education right to assessment,” she said.
She noted that the structured approach has helped teachers navigate the complexities of curriculum design and align their teaching practices with CBE requirements.
As part of the CoP activities, teachers collaboratively develop essential instructional materials, including schemes of work, lesson plans, assessment tools, rubrics, score sheets, progress records and Individualised Education Plans (IEPs).
These materials are aligned with competency-based principles, ensuring consistency and quality in curriculum delivery across schools.
“After unpacking the curriculum, we went ahead and developed CBE-compliant schemes of work, lesson plans, assessment tools, rubrics, score sheets and progress records, as well as Individualised Education Plans,” Liyosi explained.
The communities operate through both physical meetings and virtual platforms, including WhatsApp groups, which facilitate continuous engagement and real-time sharing of ideas among teachers.
This digital approach ensures that collaboration extends beyond formal training sessions, allowing educators to support one another in addressing emerging challenges.
Liyosi added that trained teachers are expected to return to their respective schools and establish school-based Communities of Practice in collaboration with heads of departments.
These school-level groups play a critical role in cascading knowledge, strengthening institutional capacity, and ensuring that best practices are implemented consistently.
“After receiving training, teachers return to their schools to work with heads of departments in forming school-based action plans and Communities of Practice,” she said.
The impact of the initiative is already being felt in classrooms, with a noticeable shift from traditional lecture-based teaching methods to learner-centred approaches.
Under the new model, learners actively participate in group activities, problem-solving tasks and hands-on exercises, which enhance critical thinking, collaboration and communication skills.
“Now we can see learners sitting in groups, participating in activities and solving problems. This is the real transformation we are achieving through these communities,” she said.
She added that the approach has also improved learners’ self-efficacy, as students gain confidence in their abilities through active engagement in the learning process.
Despite the progress made, Liyosi acknowledged that some teachers are still using outdated 8-4-4 teaching methods, highlighting the need for continued training and expansion of the CoP model to other regions.
She called for a multisectoral approach involving key stakeholders such as the Teachers Service Commission, the Ministry of Education and teacher training institutions to support and sustain the initiative.
“Interpretation of the curriculum design requires a multi-sectoral approach. We need teachers themselves to fully embrace CBE, as well as support from institutions responsible for training and policy implementation,” she said.
Liyosi also appealed to schools to adopt Communities of Practice as a practical and effective strategy for improving teaching and learning outcomes.
She noted that the model complements ongoing efforts by the Ministry of Education and institutions such as CEMASTEA to strengthen education quality in the country.
On STEM and digital learning, she welcomed government efforts to equip schools with digital tools but emphasized the need for increased investment in infrastructure and teacher training.
She particularly pointed to emerging technologies such as artificial intelligence, noting that teachers need to be adequately prepared to integrate them into the learning process.
“We appreciate the government’s efforts to provide digital tools in schools, but more needs to be done, especially in training teachers on emerging technologies like artificial intelligence,” she said.
Stakeholders who attended the workshop expressed optimism that scaling up Communities of Practice across the country will enhance collaboration, improve teacher capacity, and accelerate the successful implementation of Competency-Based Education.
The workshop, themed “Enhancing management of CEMASTEA activities at the county level for effective implementation of STEM education”, focused on building the capacity of participants to manage training programmes and support curriculum implementation more effectively.
By Ian Chepkuto
