Guidelines for Timetabling and Curriculum Based Establishment in Competency Based Education

Guidelines for Timetabling and Curriculum Based Establishment in Competency Based Education

SECTION A: GUIDELINES FOR TIMETABLING

1. Introduction
   • Developing effective timetables is crucial for creating a productive learning environment.
   • A structured timetable ensures comprehensive coverage of learning areas and promotes balanced academic and co-curricular activities.
   • These guidelines aim to optimize time utilization and enhance student engagement.
2. Timetabling Process
   • Establish a timetabling committee comprising:
     • Deputy Head of the institution (Chairperson)
     • Senior teacher
     • Teacher representatives from various educational levels
     • Heads of subject/learning areas
     • Heads of departments
   • The committee should hold planning meetings at the beginning of each term to develop or review the school timetable.
   • The approved timetable must be displayed prominently for all stakeholders.
3. Timetabling Guidelines by Educational Level
   • Pre-Primary Schools:
     • 5 lessons per day (30 minutes each), totaling 25 lessons per week.
     • Reporting time: 8:30 AM; lessons start at 9:00 AM.
     • Health checks and roll call between 8:30 AM and 9:00 AM.
   • Grade 1-3:
     • 6 lessons per day (30 minutes each), totaling 31 lessons per week.
     • Reporting time: 8:00 AM; lessons start at 8:20 AM.
   • Grade 4-6:
     • 7 lessons per day (35 minutes each), totaling 35 lessons per week.
     • Reporting time: 8:00 AM; lessons start at 8:20 AM.
   • Grade 7-9:
     • 8 lessons per day (40 minutes each), totaling 41 lessons per week.
     • Reporting time: 8:00 AM; lessons start at 8:20 AM.
4. Timetabling for Special Needs Education
   • Foundation Level:
     • 4 lessons per day (30 minutes each), totaling 20 lessons per week.
   • Intermediate Level:
     • 6 lessons per day (30 minutes each), totaling 30 lessons per week.
   • Pre-Vocational Level:
     • 8 lessons per day (40 minutes each), totaling 40 lessons per week.
5. Health Breaks and Lesson Plotting
   • Health breaks should be scheduled appropriately based on the number of lessons.
   • Ensure that similar learning areas do not follow one another to maintain student interest.

SECTION B: GUIDELINES FOR CURRICULUM BASED ESTABLISHMENT (CBE)

1. Introduction
   • CBE determines the number of teachers needed for effective curriculum implementation in various educational settings.
2. CBE Preparation Process
   • Schools apply for an approved CBE through the Sub County Director of Education.
   • Quality Assurance Officers verify learning areas and compute the required number of teachers.
3. Considerations for CBE Development
   • Consider the number of learning areas, lessons allocated, institution size, administrative positions, and minimum/maximum lessons per teacher.
4. CBE for Different Educational Levels
   • Pre-Primary Schools: One teacher per class, with a maximum class size of 25 learners.
   • Primary Schools: Staffing based on classes and streams, ensuring that the head teacher has a workload of at least 15 lessons.
   • Junior Schools (Grades 7-9): Minimum teaching load of 27 lessons per week per teacher, with adjustments based on administrative duties.
5. Teacher to Learner Ratios for Special Needs Education
   • Foundation and Intermediate Levels depend on the type and severity of disabilities, with specific ratios outlined.

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