The implementation of the competency-based curriculum (CBC) in Kenya has faced significant criticism for its emphasis on outcomes over the learning process. This focus has raised concerns about the continuity of knowledge transfer between generations, which is crucial for maintaining educational standards and cultural heritage in Kenya. Additionally, the CBC system has shifted teachers' roles, making them more involved in administrative tasks rather than focusing on actual teaching.

Teachers, once the cornerstone of classroom learning, are now entangled in bureaucratic requirements. This shift has resulted in an increased focus on documenting and reporting evidence of teaching activities rather than engaging in effective teaching practices. Consequently, there are fewer opportunities for students to acquire the skills needed to succeed in the economy. To address this issue, Kenya needs a curriculum that fosters economic opportunities and practical skills development.

The debate on the best educational system for Kenya is ongoing. While some argue that the CBC is not the optimal solution, others believe it is essential for societal progress. One argument in favor of a different approach is the concept of mentorship, where learning occurs through listening to others and asking questions. However, critics argue that this method often neglects the interactive and procedural aspects of learning.

Mentorship is frequently perceived as a goal, aiming to emulate the mentor. However, this perspective can overshadow the importance of individual growth and personal learning journeys. The true objective should be for individuals to forge their own paths, using mentors as guides rather than templates. Each person's path is unique, and education systems should encourage personal development and independent thinking.

In conclusion, the CBC system in Kenya has been criticized for prioritizing competency over the learning process. This approach has led to concerns about the efficacy of the education system and the need for a more inclusive and interactive method of teaching and learning. Addressing these issues requires a shift towards a curriculum that values both the learning process and the development of practical skills, ensuring a more effective and holistic education system.