Why Kenya's Competency-Based Curriculum should include social-emotional learning

By Prof Amina Abubakar and Dr Anil Khamis

The Competency-Based Curriculum (CBC) represents a bold step forward in Kenyan education, emphasising practical skills, values, and real-world application over rote memorisation and too much emphasis on numeracy and literacy. This is in line with what the evidence from education researchers advises – that educational systems need to focus on whole-child development and emphasise non-academic competencies such as creativity, values and social-emotional development.

Social-emotional learning (SEL) is becoming a critical component in education, given its numerous benefits. It goes beyond academics, focusing on developing self-awareness, responsible decision-making, healthy relationships, and management of emotions. All these “soft skills" are not only essential for positive academic outcomes, but also for building resilience and well-being, and for contributing positively to society.

This is particularly necessary for the current generation of school-going children, who have to navigate many challenges, ranging from climate change to increasing competition. The scenario is altering the nature of work and triggering the need to seek livelihoods beyond the current economy as Kenya enters the knowledge society.

Young people face rising rates of depression and anxiety. Equipping them with self-regulation and coping mechanisms through SEL can enable them build resilience and focus on well-being.

Resilience building is important in preparing the future workforce for collaboration, communication, and critical thinking – which constitute what is called 21st Century Skills.

Addressing holistic development and building hope in the future supports social cohesion and conflict resolution skills. This is important in a country and a region that comprises a diverse ethno-linguistic society. Our young people need to navigate and live, as well as respect and learn, from these differences. SEL fosters empathy, understanding, and responsible conflict resolution.

Research conducted by the Aga Khan University Institute for Human Development (IHD), with funding from the Porticus Foundation, sought to establish how a holistic approach to child development, especially social-emotional learning, could be integrated into our school system, especially in the primary school sector. The research also sought to identify enablers and barriers to integrating SEL into the education system.

The IHD team interviewed over 400 teachers, caregivers, and stakeholders.  The team also carried out a policy analysis and held a series of stakeholder forums and consultations. 

Our teams observed that while the current curriculum and policies recognise the importance of focusing on whole-child development, implementation still faces several challenges. Therefore, a comprehensive implementation framework is needed to ensure that school practices enhance social-emotional functioning. 

Integrating SEL into the CBC would not be about adding more content to an already packed curriculum. Instead, it would simply involve embedding these skills in existing learning activities in the cross-curricular themes.

Our findings show that successful SEL integration in CBC would require trained teachers and supportive resources. Teacher training programmes on SEL methodologies and collaboration that involve the community and community organisations, are crucial.

Investing in SEL is not an expense; it's an investment in the future. By equipping our children with the emotional intelligence and social skills they need, we are preparing them not only for academic success but also to contribute meaningfully to a more just, peaceful, and prosperous Kenya.

We have a historic opportunity to educate the child holistically, fostering cognitive skills and emotional intelligence that will shape their lives and our nation's future.

Together, let's make SEL an integral part of the CBC and empower the next generation of Kenyans to thrive.

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Prof Amina Abubakar is the Director of the Institute for Human Development at The Aga Khan University, and Dr Anil Khamis is a lead researcher at the same institute