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After three months of consistent showing up, engaging, and learning, I officially conclude my role as a student teacher intern at Mumias Central Junior Secondary School. This experience has been nothing short of transformative — both professionally and personally.

As part of my teacher training journey, this internship offered me my first on-site encounter with the Competency-Based Curriculum (CBC) in a real classroom setting. Beyond lesson planning and delivery, it was an opportunity to test the theories and methodologies taught in lecture halls against the realities of Kenyan classrooms. I came face to face with the curriculum’s demands, its strengths, its limitations, and — most importantly — its potential.

What CBC Got Right:

The CBC’s emphasis on learner-centeredness, practical engagement, creativity, and values is commendable. I witnessed students demonstrate critical thinking, collaboration, and curiosity when given room to explore. There is power in shifting from rote memorization to a system that values what learners can do with what they know.

What We Can Do Better:

However, CBC implementation is still a work in progress. Challenges such as:

Limited resources for practical work,

Overcrowded classrooms,

Inadequate training and support for teachers,

and lack of uniform assessment tools

continue to hinder its full potential.

Teachers are expected to improvise often, which unfortunately results in inconsistency in delivery. For a curriculum designed to be inclusive and experiential, we must ensure that all schools — regardless of their location — have equal access to learning materials, infrastructure, and digital tools.

What’s Missing:

There is also a need to strengthen community and parental involvement, which is a critical component of CBC. Many parents are either unaware of their role in the learning process or lack the means to effectively participate.