Disrupting Kenya’s Education System: Advancing towards a Learner-Centered Paradigm from Traditional Time-Based Structures

Kenya’s educational system is experiencing a radical shift from its old time-based models to the Competency-Based Curriculum (CBC), which represents a learner-centred paradigm. This change, characterized by more adaptability, student involvement, and a concentration on 21st-century skills, offers promising benefits and considerable problems. The research methodology adopted a multifaceted approach to pursue this transformation, involving a thorough literature review, the triangulation of data sources, and content analysis of pertinent documents, policy papers, curriculum materials, and educational reports associated with Kenya’s academic transition. The study’s research topics examine the potential benefits and difficulties of Kenya’s transition to a learner-centred paradigm, implementation techniques, and insights’ role in policy and practice. This study attempts, using a rigorous methodology, to illuminate the complex processes of Kenya’s educational transformation and to provide a basis for conversations on how education might best prepare Kenyan youth for the challenges and opportunities of the modern period. An in-depth analysis of Kenya’s educational transition is provided in this research paper, which also emphasizes the critical need for ongoing professional development for teachers, strategic resource allocation, international collaboration and benchmarking, a strong policy for research and evaluation, extensive stakeholder involvement, and the development of flexible, adaptable curricula. These suggestions are the cornerstone of an educational reformation that strengthens educators and students, promotes critical thinking, and equips young people for the exciting opportunities and difficult problems of the twenty-first century, establishing Kenya as a leader in the worldwide evolution of education.