Why We Will Still Say Half-Baked CBC Graduates

“Half-baked graduates” is a term used to describe students who have graduated from colleges, universities, and other tertiary institutions but lack the requisite knowledge and skills that resonate with the jobs available in the market. To counter this issue, the debate about the education system deemed the 8-4-4 system antiquated. Therefore, a new radical way of learning, dubbed the Competency-Based Curriculum (CBC), was introduced. Unlike the previous system, which was deemed exam-based in that learners were trained to handle and pass exams, the new curriculum is learner-centered, structured so that learners practice more on their own with guidance from the teacher. They are trained in various skills necessary for solving problems in daily life.

I have spent considerable time observing learners’ behavior and studying their psychology during school holidays, half-term breaks, public holidays, and other times they are allowed to spend time at home. I had the opportunity to meet some learners on various occasions and events. I talked with some about the progress of their education and visited others in their homesteads in my village and neighboring villages to inquire about their holiday projects.

I observed several key issues:

First, both CBC and 8-4-4 learners are still grounded in the traditional belief that they are only ready to apply their skills after undergoing specialized courses in tertiary institutions. The minds of young people are trained to work hard in elementary school and transition to tertiary institutions, with the expectation of joining the job market after graduation. They only aspire to be doctors, pilots, nurses, and other white-collar professionals. This is why learners in elementary school lack the confidence to exercise what they know. For instance, many students studying agriculture in secondary school under the 8-4-4 system, who have been taught poultry farming and vaccination programs, may lack the courage to practice at home without space and guidance from the right people. The family may end up losing all the birds as a result. It is the same for a primary school learner in the current system who may have learned simple drip irrigation using a bottle of water but lets the plant dry without support or desire to practice, especially if there is no rain.

Second, learners choose specific fields they are familiar with. For example, in fields like performing arts, agriculture, and nutrition, learners are eager to apply various skills on numerous occasions, such as composing songs, showcasing their dancing skills, or engaging in kitchen duties. On the contrary, the same cannot be said for integrated science, as most practical sessions are not directly applicable at home. This could be because they require complex apparatuses or need immediate benefits from the practice.

Third, the attitude that shapes behavior at a young age affects how people handle problems in the future. A case in point is recovering an accidentally dissolved mass of salt in water through evaporation. While it appears easy and usual, many people would discard the solution and buy new salt.

Additionally, some learners did not know how other areas of study could be helpful to them. “How can integrated science lessons help me at home?” was a common question learners asked me. For example, they can use their knowledge to recover salt through evaporation or make homemade candles or ice.

Lastly, most of the Grade 8 learners I interacted with admitted that they did not even make ice in school practical sessions due to the unavailability of refrigerators or freezers.

The problem is not just about the system but also about the characters within the system. When we want to fix it, it’s not sustainable to change the system alone but to find the cause, adjust, and remove it to achieve a different outcome in behavior.

We all know that with the knowledge and skills acquired and the soaring cost of living, such practices need to be encouraged. Locally made products reduce daily expenses and can generate income through sales. Additionally, it reduces consumerism habits.

The primary purpose of school holidays is to excuse learners from the monotonous routine of school activities. They can take advantage of this free time and make it worthwhile, especially with guidance from their parents and teachers. This can be achieved by revising school work, visiting friends and relatives, helping parents with daily chores, or even helping those in need. Moreover, they can set aside some time to put theoretical lessons learned in school into practical activities at home. Additionally, practical lessons done in school, on an individual or group level, can be applied at home for further learning or home use.

With tight schedules and limited time in school, holidays can be an ideal opportunity for learners to practice. During this period, they can test their understanding, learn new skills, and enhance their practical abilities. This entails applying theoretical knowledge to practical activities and learning by observing the outcomes. Learners must do this more often when schools are closed to improve their creativity and problem-solving skills.

Creativity and problem-solving skills among learners should be nurtured from a young age. Therefore, learners at any educational level need to be encouraged to practice what they have learned. Practical exercises can rekindle their creative instincts and identify their individual strengths to carve their own identity. Consequently, they can choose career paths based on passionate experiences from regular practice instead of imaginary inward feelings. Additionally, this may help parents, the government, and other stakeholders identify and harness the skills and creativity of the young population.

At this point, the newly introduced Competency-Based Curriculum (CBC) prioritizes equipping learners with skills. However, having a skill is one thing; applying the skill to solve daily problems is another. As teachers equip learners with skills, they need to emphasize the importance of using these skills outside the classroom. By doing this, we can solve almost all our problems using these practical lessons. If not, we will still say that CBC graduates are half-baked when they start graduating.