Competency-based education is a system that allows students to advance upon mastery of specific listed skills as per the chosen paths in secondary education(Author 2021). This system involves mastery and competency of skill at their pace.
This method meets different learning abilities and leads to positive outcomes for every student due to its student-centred learning.(L. Glowa, 2016)
Competency-based education was first introduced in higher learning institutions in the 1960s in the United States to respond to the need for individuals trained, not just in theories and philosophies but also in practical competencies that would enable them to thrive in day-to-day life. (T.R Nodine, 2017)
As time went by, competency-based education became more popular; people realized that introducing competency-based learning at only a higher level of education rarely benefited the learners. One such example in Kenya is whereby only universities teach per specialization of choice and
grade placement.
This method is not the best since learners begin to explore their talents and identify their specialities at much younger ages. This competency education curriculum realizes that every learner has unique skills, capabilities, talents, and learning speeds and need to begin specializing from much younger age.
Learning environments have always been of great interest for architects mainly because through the design of those spaces; one can influence a
learner’s education and future. A school is not just a building that accommodates students and teachers, and it should not present itself as such. Components such as air quality, materials, thermal performance, school class sizes, views, circulation, and spaces lighting are critical in creating a pleasant and helpful environment for students and teachers. These components ensure that it is not just a building that accommodates them but cultures them (Katerina, M. (2012).
The art of designing a school lies not in just understanding what makes a functional classroom but in how successful the design is in creating a wide array of educational options for teachers and students within the school environment (N.A.C.L.A.B., 2017).
This mode of education has the following working definitions:
i. Students advance upon demonstrated mastery
ii. Competencies include explicit, measurable and transferable learning objectives that empower students
iii. Assessment is an important and a positive learning experience for students
iv. Students receive timely differentiated support tailored for them based on their individual learning needs.
v. Learning outcomes emphasize competencies that include applying and creating knowledge and the development of essential skills and dispositions
The proposal above showcases how an existing secondary school can be converted to a C.B.C model through architectural intervention by maintaining the historical architecture of Lambert.
Jamhuri secondary school is located off limuru road in Nairobi Ngara fig tree area.
Негізгі бет Proposed Jamhuri C.B.C Junior and Senior Secondary school
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