In a world that is increasingly demanding adaptive, creative, and holistic individuals, education systems globally are evolving. Kenya’s Competency-Based Curriculum (CBC) which is part of the new Competency-Based Education system introduced in 2017, is one such bold shift. It moves away from rote learning and a one-size-fits-all academic model towards developing well-rounded learners equipped with values, skills, and competencies fit for life and work in the 21st century.
One of the intellectual pillars behind CBC is Howard Gardner’s Theory of Multiple Intelligences, which proposes that intelligence is not singular, but multifaceted. Rather than measuring intelligence by traditional linguistic and mathematical prowess alone, Gardner’s theory outlines eight intelligences, each reflecting a unique mode of learning and potential.
Understanding how these intelligences align with CBC can help teachers, parents, and policymakers nurture every learner’s strength and support their unique paths to growth.
The Eight Intelligences and the CBE Connection
1. Linguistic Intelligence (“Word Smart”)
CBE encourages learners to express themselves in multiple languages and through diverse forms—oral, written, and even dramatic. Language Activities in Early Years, and English and Kiswahili across the levels, are structured to enhance storytelling, reading comprehension, poetry, and debate—favoring children gifted in words.
2. Logical-Mathematical Intelligence (“Number Smart”)
In CBE, Mathematics is no longer about just formulas—it’s about application. Learners explore problems that require reasoning, logic, and innovation. The emphasis on STEM subjects and problem-solving tasks aligns with learners inclined towards analysis, sequences, and structured thinking.
3. Musical Intelligence (“Music Smart”)
Creative Arts, including Music, is an essential part of the CBC curriculum from Early Years through Junior School. Learners compose, perform, and critique music, often integrating it with storytelling and cultural exploration. Those who are musically inclined get space to shine and develop further.
4. Bodily-Kinesthetic Intelligence (“Body Smart”)
Physical Education is treated with as much seriousness as core academic subjects in CBE. In addition, learners engage in tasks that require hands-on learning—such as model building, gardening, cooking, and crafts—developing motor skills and coordination.
5. Spatial Intelligence (“Picture Smart”)
CBE classrooms frequently use charts, illustrations, models, and digital tools. Learners draw, map, design, and imagine. Those with strong visual-spatial skills excel in interpreting diagrams, organizing spaces, and engaging with visual storytelling.
6. Interpersonal Intelligence (“People-Smart”)
CBE promotes group work, peer collaboration, and community service learning. Learners plan, negotiate, and evaluate tasks in teams—building empathy, leadership, and social negotiation skills.
7. Intrapersonal Intelligence (“Self-Smart”)
The CBE system’s emphasis on self-assessment, journaling, reflection activities, and life skills builds internal awareness. Learners are encouraged to understand their strengths, areas of improvement, and career aspirations early.
8. Naturalistic Intelligence (“Nature Smart”)
CBE’s learning areas such as Environmental Activities and Agriculture give learners chances to explore the natural world. They study ecosystems, engage in conservation, and develop a relationship with the land—particularly important in a country like Kenya where nature is both a teacher and a livelihood source.
Why does Gardner’s Theory Matter for Kenya?
For decades, Kenya’s education system disproportionately rewarded linguistic and logical-mathematical learners. Learners who were creative, athletic, hands-on, socially adept, or attuned to nature were left feeling inadequate or average. This created a generation of individuals boxed into careers or labels that didn’t reflect their passions or potentials. By embracing Gardner’s theory, CBE shifts the narrative: “Every learner is intelligent—they just shine in different ways.”
This vision aligns well with CBE’s seven core competencies: Communication and Collaboration, Critical Thinking and Problem Solving, Imagination and Creativity, Citizenship, Digital Literacy, Self-Efficacy, and Learning to Learn. Each of these allows multiple intelligences to emerge and blend meaningfully.
What Should Parents Do?
- Appreciate your child’s uniqueness: Not all children will be doctors or engineers. Observe what your child enjoys—be it dancing, storytelling, or fixing electronics—and support them.
- Encourage exploration: Let children try diverse activities, both in and out of school. Attend CBE showcases and value their artistic, musical, and vocational outputs as much as academic scores.
- Avoid harmful comparisons: Comparing children based on grades alone crushes their confidence. Embrace holistic growth and celebrate progress in any intelligence area.
What Should Teachers Do?
- Differentiate instruction: CBE already encourages diverse teaching methods. Incorporate storytelling, role-play, fieldwork, technology, and experiments to cater to various intelligences.
- Use assessments that go beyond exams: Learners should be evaluated through portfolios, observations, peer reviews, and practical demonstrations. A child who cannot write a long essay might still show understanding through a skit or diagram.
- Be an advocate for learner potential: Teachers must go beyond syllabus delivery. They are mentors, helping students discover who they are and where they thrive.
What Should Government and Policy Makers Do?
- Invest in training: Teachers need continuous professional development on integrating multiple intelligences in class. CPD (Continuous Professional Development) programs must emphasize inclusive and differentiated pedagogy.
- Fund resources and infrastructure: Schools need art rooms, music instruments, sports kits, labs, and digital tools to support diverse intelligences. Infrastructure must match CBE’s vision.
- Align examinations with competencies: National assessments (such as KPSEA, KJSEA and KCSE reform) must adapt and reflect multiple intelligences—not only through written tests, but practical exams, projects, and real-life tasks.
- Promote community and industry linkage: Let learners engage with artisans, professionals, and real-world projects to expand their understanding of how their intelligence fits in society.
The Power of Recognizing Every Learner
In conclusion, I would like to state that Kenya stands at a promising educational crossroads. CBE, informed by Gardner’s Theory of Multiple Intelligences, offers an opportunity to liberate children from academic rigidity and lead them toward becoming confident, competent, and compassionate citizens.
But this transformation needs more than just curriculum design. It needs a mindset shift—from parents, teachers, and government. We must celebrate diverse talents, encourage experimentation, and nurture learners in ways that reflect who they truly are, not just what they score in an exam. As we build the CBE dream, let us remember Gardner’s timeless wisdom:
“It’s not how smart you are, but how you are smart.”
Let’s believe in our learners, pursue their potential, and achieve education that matters.
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