Competency-Based Curriculum in Kenya: is it an enabler or a hindrance to the right to education in Kenya for marginalized children in the northern region in Kenya?

Abstract

The universal right to education is a fundamental human right that demands equality and accessibility for all. The recent implementation of the Competency-Based Curriculum in Kenya raises questions regarding its impact on marginalized communities, particularly in Arid and Semi- Arid Lands. While the CBC aims to provide a competency-driven educational approach, its effectiveness in addressing the challenges faced by these communities remains uncertain. Parents in these regions face escalating financial pressures, exacerbating socio-economic disparities that hinder access to quality education. This research examines the CBC’s implications for educational equity and inclusivity, focusing on its ability to meet the needs of marginalized groups. Using a socio-economic framework and doctrinal methodology, the dissertation identifies curriculum implementation gaps and recommends targeted interventions. These findings aim to guide policymakers in ensuring that the universal right to education is realized, regardless of geographical or socio-economic barriers.