MISSION

To assess, identify and align the

potentials of an individual to their most
suitable career paths in a reliable,
seamless, simple and affordable process.

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NOTES

As CBE takes shape nine years down the line, the implementation of CBC has had its ups
and downs, impacting teachers, parents, and other stakeholders. This situation has left
students with a significant challenge to navigate. Consequently, it is essential that
teachers, who have the closest contact with learners, are well equipped through retooling
and reinvention of their approaches and delivery mechanisms, not limited to pedagogy.
This preparation is crucial as they strive to fulfill the CBC vision of producing engaged,
empowered, and ethical citizens.

The teacher’s attention is shifting from the traditional wall, white, or black board to
actively engaging with students in ways that nurture each learner's potential. This
represents a complete turnaround from the previous focus on rewarding and recognizing
only the brightest students. Consequently, there is a growing need to identify each
learner’s learning styles, interests, personalities, and aptitudes, which can inform the
types of individuals they can become and the means through which they learn

1. Attending: This aspect examines an individual's motivation to learn and the level
of commitment or concentration they demonstrate when new information is
presented. It has two subscales:
• Telescopic: This describes individuals who are generally effective at
concentrating and maintaining their focus on the information being shared,
while constantly worrying about the physical context.
• Wide-Angled: This refers to individuals who are often easily influenced by
environmental factors such as noise, low light, and other physical elements that
can interfere with learning.

2. Translating: This aspect looks at whom an individual relies on most to manage the
transfer of learning and to make sense of what they see, hear, or say. It has three
subscales:
• Dependent: This describes individuals who primarily favor relying on the trainer
or facilitator for information.
• Collaborative: This refers to individuals who prefer relying on group discussions
or team activities for learning.

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 • Autonomous: This describes individuals who explicitly rely on their own
knowledge during the learning process.

3. Relating: This aspect examines an individual's perception of data or information

and how it relates to their existing knowledge. It has three subscales:
• Visual: This indicates a preference for information that can be seen.
• Auditory: This indicates a preference for information that can be heard.
• Kinesthetic: This indicates a preference for information that can be physically
experienced.

4. Understanding: This aspect looks at individuals' preferences for synthesizing the

data or information they receive. It has two subscales:
• Global: This indicates a preference for understanding concepts at a "big
picture" level.
• Analytical: This indicates a preference for understanding information in a
detailed, step-by-step manner.

Learning styles
Having understood the four types of learners we are dealing with, we can now proceed
to how this complements CBC teaching methodologies and learning outcomes. As the
saying goes, "Engage me, I learn; involve me, I understand."

That said, learners look to teachers as their advisors, coaches, and mentors in their career
journeys.
According to the basic education levels outlined by KICD, the primary focus for learners
in grades 1-6 should be on socialization skills, having gained interaction skills at the
foundational stage (PPI, PP2). By the time they reach junior school, learners should not
be grappling with personality and identity crises; instead, the focus should shift to career
exploration, helping them understand their interests, who they are, what skills they
possess, and where they can apply their abilities for thriving rather than merely surviving.
Here, the teacher takes on the role of a coach, as Mwalimu Julius Nyerere once said, “You
cannot develop people; people will have to develop themselves.”

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Fig 1.1: Focus on levels

Therefore, it doesn’t matter how beautiful the CBC theory is; if it does not align with
experimentation and experience, we will miss the mark. This underscores the need for
refresher courses to enable educators to shift their focus from drilling for results to
nurturing talents and skills. As a coach and mentor, you should understand the
correlation between a learner’s achievements and their interests, and connect this with
their showcases in projects and practices.
If this information is synthesized holistically, you will be able to advise professionally on
learners’ trajectories in senior school and college with certainty and support.
Senior school, unlike previous high school experiences, will serve as a stage for pre-career
specialization. By grade 9, students are expected to have chosen their tracks and the
subjects in which to specialize.

KNEC has been so profound and categorical that there will be three distinct areas to
consider while placing students into their rightful pathways and tracks at senior school
namely:

1. Achievement test: Results aggregated from Grade 4-6 KEPSEA and Grade 7-9
KJSEA will help predict a student's path and trends in their educational journey.

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 2. Interest assessment An assessment tool will be designed to establish learners’
interests through psychometric evaluations.
3. Alternative Assessment: This includes practicals, project work, oral presentations,
journals, and portfolios. This approach will complement achievement data with
practical outcomes and presentations.

With this in mind, teachers need to equip themselves with this knowledge, as opportunity
favors the prepared mind. According to John Holland's theory from 1959 on interests
and personality, individuals typically possess two or three of the following interests,
abbreviated as RIASEC.

Realistic people, also known as doers, prefer to handle practical and physical aspects of
work, where the end goal is concrete and tangible. They enjoy being in contact with
nature and favor working with objects rather than with people.

Investigative people, often referred to as thinkers, are analytical and driven by the
pursuit of knowledge. They enjoy learning and prefer to solve complex and abstract
problems, often engaging in research and scientific activities. They work primarily with
theories and ideas.

Artistic people, also known as creators, seek innovation and self-expression. They enjoy
expressing themselves through imagination and aesthetics. They thrive in unstructured
environments that allow them to transform their visions into reality.

Social people, known as helpers, prefer to work closely with others. They value
cooperation and unity, thriving in group activities, team projects, and volunteer
opportunities that allow them to assist others.

Entrepreneurial people, or persuaders, are drawn to challenges and are comfortable

taking risks. They utilize their initiative to persuade others and often assume leadership
roles.

Conventional people, also referred to as organizers or those with a numerical mindset,

seek methodical, precise, and accurate tasks. They enjoy working with numbers and data.

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Fig 1.3: The John holland (1959) RIASEC model.

PATHWAYS | TRACKS | SUBJECTS:

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