• Disconnect lingers between theoretical knowledge and practical application
There is a joke among the literati about our new curriculum. Why did the literature teachers excel in Competency-Based Education (CBE)? Answer: Because they knew how to turn every novel situation into a learning opportunity!
The new curriculum in Kenya is a timely model. It promises to revolutionise the way we train literature teachers also. In the evolving landscape of education, particularly within the sector of teaching literature, there is an urgent need to re-evaluate traditional pedagogical approaches in light of the demands of this century.
The 21st century classroom is characterised by diverse student needs and varying levels of prior knowledge. Traditional teacher training programmes often follow a one-size-fits-all approach, which fails to accommodate the individual learning styles and needs of future educators.
CBE offers a solution by focusing on mastering specific competencies rather than adhering to a rigid curriculum timeline. This personalised approach allows teachers to acquire skills tailored to their unique strengths and areas for improvement, ensuring that they are better prepared to address the diverse needs of their students in literature classrooms.
A significant challenge in current teacher training is the disconnect between theoretical knowledge and practical application. Many programmes emphasise theoretical concepts without providing sufficient opportunities for practical engagement. CBE, by contrast, centres on the demonstration of competencies through real-world application.
This approach enables future literature teachers to practise and refine their skills in authentic contexts, such as lesson planning, classroom management and literary analysis. By bridging the theory-practice gap, CBE ensures that teacher training is not only academically rigorous but also practically relevant.
The integration of technology into education has transformed how literature is taught and learned. Traditional training programmes often lag behind technological advancements, leaving teachers unprepared for the digital age. CBE can address this challenge by incorporating technology-related competencies into the training process.
Future literature teachers can develop skills in utilising digital tools for instructional purposes, engaging students through multimedia resources and fostering online discussions. This alignment with technological trends ensures that teacher training remains current and effective in a rapidly changing educational environment.
In an era marked by information overload and diverse perspectives, the ability to think critically and analytically is paramount. Traditional training programmes may not always emphasise the development of these skills to the extent needed.
CBE, however, emphasises the acquisition of competencies such as critical analysis, interpretative skills and effective communication. By focusing on these core competencies, future literature teachers can be better equipped to foster similar skills in their students, promoting deeper engagement with texts and more nuanced interpretations of literary works.
Accountability in teacher training is crucial for maintaining high standards and ensuring the effectiveness of educational practices. CBE promotes a culture of accountability by setting clear, measurable goals for teacher performance and providing regular feedback. This approach allows for continuous improvement and professional development, ensuring that literature teachers not only meet but exceed educational standards. By fostering a commitment to ongoing learning and adaptation, CBE helps create a more dynamic and responsive teaching profession.
One of the most significant impacts of CBE on literature instruction is the development of personalised learning pathways. Traditional instructional methods often rely on a standardised curriculum that may not cater to the individual needs of students.
CBE encourages teachers to design and implement tailored instructional strategies based on their students’ specific needs and competencies. This personalisation can lead to more effective teaching methods as teachers can adapt their approaches to better engage students and address their unique learning requirements.
The new system of education focuses on practical application. This means that literature teachers are trained to implement instructional methods grounded in real-world experiences. This approach fosters the development of teaching strategies that are both innovative and practical.
For example, teachers might integrate project-based learning, collaborative activities or experiential learning into their literature lessons, creating a more dynamic and interactive classroom environment. By emphasising practical application, CBE helps ensure that literature instruction is not only theoretically sound but also practically effective.
As literature education increasingly incorporates digital tools and resources, CBE prepares teachers to integrate technology effectively into their instructional methods. Teachers trained through a competency-based model are equipped with the skills to use digital platforms for literary analysis, online discussions and multimedia presentations. This integration of technology enhances the learning experience for students and prepares them for the demands of the digital age, making literature education more relevant and engaging.
CBE emphasises the development of critical pedagogical skills, such as differentiated instruction, formative assessment and reflective practice. These skills enable literature teachers to create more inclusive and responsive learning environments.
For instance, teachers trained in CBE are better prepared to assess student progress continually, adapt their teaching methods based on assessment data and reflect on their instructional practices to make ongoing improvements. This focus on critical pedagogical skills enhances the overall quality of literature instruction.
The new system fosters a culture of lifelong learning among literature teachers. CBE encourages teachers to stay current with educational trends and continuously improve their practices. It does this by setting clear competency goals. It provides opportunities for continuous professional development and commitment to lifelong learning, benefitting both teachers and students as it ensures that literature instruction remains relevant and innovative.
To effectively integrate CBE into teacher training for literature, educational institutions should develop and implement competency-based frameworks. These frameworks should outline specific competencies that future literature teachers need to master, including content knowledge, pedagogical skills and technological proficiency.
We need to align the tertiary curricula with these competencies so that our institutions can ensure that teacher training programmes are both comprehensive and focused on practical outcomes. This approach also allows for more flexible and personalised learning pathways, accommodating the diverse needs of future educators.
Establishing collaborative partnerships between educational institutions, schools and literary organisations is crucial for the successful implementation of CBE. These partnerships can provide valuable insights into the competencies needed for effective literature instruction and help create relevant, real-world training experiences. I have tried to work using this strategy and can attest that it is practical and doable.