International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 05 Issue 10 October 2022 DOI: 10.47191/ijcsrr/V5-i10-22, Impact Factor: 5.995 IJCSRR @ 2022 www.ijcsrr.org 3984 * Corresponding Author: Mercy M. Mugambi Volume 05 Issue 10 October 2022 Available at: ijcsrr.org Page No.-3984-3992 Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework Mercy M. Mugambi Ph.D. 1 , Susan Y. Chepkonga Ph.D. 2 1,2 Department of Educational Management, Policy and Curriculum Studies, University of Nairobi, Kenya ABSTRACT: Globally the world is experiencing rapid changes economically, socially, with new demands setting in. It is therefore necessary for every country to reform education system to remain relevant and functional. Educational philosophies provide ideas that can be applied to make education instrumental. Pragmatism is one of such philosophy which has been used to advance reforms in education. This paper examines the concept of pragmatism in terms of aims, principles and theoretical bases in guiding curriculum reforms. The need for reforms has also been highlighted. The new education system in Kenya (CBC) has been presented in terms of mission and vision and how it relates to the Kenya blue print for economic development- vision 2030. Theoretical underpinnings for CBC have also been presented. Further the paper has related the principles of pragmatism to the CBC through a critical analysis of the Basic Education Curriculum Framework in Kenya to conceptualize how ideas of the philosophy have been reflected in the new curriculum. The paper concludes that, to make education meaning, prior experiences of learners must be exploited and learner engagement must take precedence in the teaching- learning process to develop them as empowered citizens. The philosophy has been applied to a great extent in the new curriculum. To fully actualized the new curriculum, the paper recommends that more funding be provided initiated from the budget making desk to cater for additional facilities, resources and teacher development. KEY TERMS: Basic Education Curriculum Framework, Competency Based Curriculum, Community Service Learning, Experiential learning, Pragmatism. INTRODUCTION In the 21st century, the world is experiencing many dynamics which include; tremendous increase in the amount of knowledge, rapid changes in the labour markets demands, changes in work environment, changes in the structures and types of jobs among others. The twenty-first century education and training institutions are required to continuously upgrade their knowledge and develop a variety of competencies and skills among learners. For learners to function in the contemporary society, education should equip learners with necessary skills and also help them to develop the ability to apply those skills. With too much information available, there is need for learners to understand it and apply it in profitable ways. Skills deemed critical for today’s world include Critical thinking, Creativity thinking, Communication and Collaboration commonly known as the 4Cs (Partnership for 21st Century Learning, 2009) .The four should be overlaid across all curriculum designs, schemes of work and lesson plans. In addition to the four, programmes should also focus on other skills such as Emotional intelligence (EQ) (McDonald, 2021), Entrepreneurship, Inquiry and Problem Solving (Dewey, 1997) which are key to relationships, successful work and social life. In this respect education and training should aim to empower students with practical skills that will be instrumental in a changing world. Curriculum content should be dynamic and not a replica of what was relevant in the past. Students should be prepared for lifelong- learning strategy as one of the most powerful responses to the changes that life will continue to bring. CONCEPT OF PRAGMATISM Pragmatism originates from a Greek word ‘Pragma’ meaning ‘Activity’ ‘Action ‘or ‘Practice’. The focus of the pragmatist school of thought is ‘practicability’ or ‘utility’. In any encounter, experience is at the center of the inverse with action taking precedence over thought. Accordingly, the yardstick for learning output is experience. True ideas and beliefs are only those that are workable and profitable. As a philosophy, pragmatism is practical and flexible with no absolute standards. According to Durant (1961) pragmatism is the belief that truth is the practicability of ideas. According to the pragmatist, emphasis of education should be on life matters and growth of learners. In this regard, teachers should engage learners in experiences that are applicable in life and encourage them to develop into productive individuals. Knowledge that is emphasized is based on experience and the use of