When the government introduced the Competency-Based Curriculum (CBC), it was hailed as a shift from rote learning to a learner-centred model aimed at fostering skills, creativity and critical thinking.
The vision was ambitious: to replace the examination-focused 8-4-4 system with competency-based education (CBE) that prioritises talent, self-reliance and critical thinking.
For the 1.13 million pioneer learners who recently joined senior school in Grade 10, however, the promise has faltered on multiple fronts.
Grade 10 students stranded for the second day after an alleged well-wisher reportedly duped them into waiting near Manyatta Primary School in Kisumu on January 20, 2026, having promised to sponsor their admission to Grade 10.
Photo credit: Alex Odhiambo | Nation Media Group
In late 2018, former Education Cabinet Secretary Amina Mohammed said the country’s readiness for CBE stood at just 56 per cent, citing teacher shortages and poor infrastructure.
She warned that a rushed rollout would undermine the curriculum’s success.
“The curriculum was poorly planned and hastily introduced in schools,” Ms Mohammed said.
The first phase was intended to roll out from January for pre-primary to Grade Three, following a pilot programme. The pilot, she said, had highlighted gaps that required attention.
A recent Infotrak poll shows mixed public opinion on CBE grading: 45 per cent of respondents were dissatisfied, 38 per cent satisfied, and 17 per cent unsure. The system classifies performance under Exceeding Expectation (EE), Meeting Expectation (ME), Approaching Expectation (AE) and Below Expectation (BE).
“For many parents, the system is confusing. An EE is often mistaken for failure, reflecting the conditioning under 8-4-4,” said Infotrak researcher Johvine Wanyingo.
The survey, conducted between December 2025 and January 2026 among parents of CBE learners, showed regional differences. North Eastern reported the highest satisfaction at 80 per cent, followed by Western at 46 per cent. The Coast had the highest dissatisfaction at 55 per cent, followed by Eastern at 50 per cent and Nairobi at 49 per cent.
“The results mean the Ministry of Education must do more to educate Kenyans on the grading system and clear up confusion,” he said.
On challenges during the transition to senior school, most Kenyans (39 per cent) cited the high cost of education as the main hurdle, followed by inadequate information or guidance on the new system (19 per cent). Other issues included inability to pay school fees (13 per cent), uncertainty over student placement (two per cent), limited learning facilities, infrastructure and teachers (two per cent), psychological stress among students (two per cent), and inadequate learning materials (two per cent).
The transition to Grade 10 has been chaotic. Many parents complained about the placement process, citing persistent delays in downloading admission letters from the placement portal.
The president and CEO of the World Council of Credit Unions, Mr Arthur Arnold (centre), with Mr Benjamin Sogomo (right), PS in the Ministry of Cooperative Development and Marketing and Mr Edward Mudibo, MD, Kenya Union of Savings and Credit Cooperatives, during the opening of a three-day East African Regional Association of Saccos conference in Nairobi, yesterday.
He noted that no Sessional Paper or enabling legislation has been approved by Parliament as required under the Basic Education Act, 2013.
While describing the current 2–6–3–3–3 structure as pedagogically sound, Mr Sogomo said it is financially unsustainable and has overstretched infrastructure, teachers, and parents.
Under this plan, Grades Seven and Eight would remain in primary schools, with senior secondary education based in existing secondary schools.
In previous interviews, former Knut Secretary-General Wilson Sossion said CBE has contributed to the decline of public schools.
“It was introduced to destroy public schools. It is resource-intensive and was imposed without preparation. Public schools will suffer, opening the way for privatisation. Whoever forced it was deliberate in weakening them,” he said.
Mr Sossion added that the challenges arise from poor implementation rather than the curriculum itself. “The current problems lie squarely with the Ministry of Education,” he said.
Hesbon Otieno, deputy secretary-general of the Kenya National Union Teachers (Knut) during a press conference after a meeting at Winstar Hotel in Eldoret town, Uasin Gishu County, on June 21, 2021.
Photo credit: Jared Nyataya | Nation Media Group
“Under 8-4-4, a child’s abilities were measured by certificates, not what they had actually learned. CBE accommodates all learners. Not every child can pass an exam, but that does not mean they have not learned,” he said.
Mr Otieno added: “Even vocational and middle-level colleges were nearly collapsing. Adopting CBE aligned with global moves towards competency-based learning, where every learner matters.”
Since its inception, CBE has faced challenges, raising questions on planning, financing, and whether the reform has deepened inequality in public education.
“Different ministers have recycled old policies without meaningful change. Real education reform must address population growth and infrastructure capacity,” said Mr Humphrey Sitati, an education consultant at Sub-com Company Limited.
“Do we have the right ratio of teachers to learners? Do we have the right ratio of teachers to subject demand? When we talk about transitioning into CBC and claiming 60 per cent alignment, how practical is that given current teacher capacity? Or is this simply a wish we hope will work over time?” he asked.
Politics has heavily influenced the implementation of the Competency-Based Education (CBE) system. After taking office in 2022, the Kenya Kwanza government, led by President William Ruto, overturned the earlier plan to house junior secondary in existing secondary schools. It removed the word “secondary” and placed Grades Seven, Eight and Nine (junior school) within existing primary schools.
The change triggered three years of disruption in junior schools, where learners lacked adequate teachers and learning resources. The government deployed poorly paid, overworked, and demotivated teacher interns, a move opposed by teachers’ unions as exploitation. Many were forced to teach subjects for which they were untrained.
Ahead of the 2022 General Election, some Kenya Kwanza leaders had promised to abolish CBE. However, after taking office, they realised they could not scrap the system and were forced to implement a curriculum they had previously criticised.
Without proper planning, primary schools were converted into comprehensive institutions without the necessary budgets or infrastructure, including laboratories. Though designed to promote learning through enquiry and practice, CBE has largely remained theoretical as the government races to provide essential facilities and equipment.
Education Cabinet Secretary Julius Ogamba said a recent assessment of 9,504 senior schools found that 1,452 had no laboratories. “They were using makeshift classrooms or mobile labs. That is why we are constructing 1,600 laboratories; some schools will receive up to three,” he told MPs last week.
Parental involvement is a key tenet of CBE. Yet many parents say the curriculum has increased their financial burden. “We are buying new uniforms for primary, junior and senior school. CBE is expensive. We also buy books every year. Under 8-4-4, my children used the same books,” said Ms Jecinta Katini.
The Teachers Service Commission (TSC) now faces a shortage of 58,000 specialised teachers for new learning areas, particularly in senior school pathways. Speaking to MPs, CS Ogamba said the teaching workforce currently comprises 217,006 in primary schools, 107,744 in junior schools—including 44,000 interns—and 129,460 in senior schools.
At senior school, student interests often clash with institutional capacity. About 54 per cent of learners prefer the STEM pathway, yet most day schools lack facilities to support it. Speaking to Nation, KICD chief executive Charles Ong’ondo said senior school is intended to prepare learners for life beyond basic education. “The essence of senior school is to provide a pre-tertiary and pre-career experience. Learners can choose pathways and tracks in which they demonstrated interest or potential at earlier levels,” he explained.
