Teachers Service Commission CEO Evaleen Mitei speaks to the media at the Ministry of Health offices in Nairobi on March 10, 2026.
The Teachers Service Commission (TSC) has turned to school principals to steer the Competency-Based Education (CBE) after it emerged that some tutors are struggling with designing tasks, while others face challenges interpreting syllabus designs and learning outcomes.
TSC Acting CEO, Evaleen Mitei, said Kenya is undergoing one of its most important educational transitions and that reforms cannot succeed through policy documents alone.
Ms Mitei spoke during the Meru Kenya Secondary Schools Heads Association conference in Mombasa.
“It requires transformative leadership to guide institutions with vision, courage and clarity. To succeed, we must re-imagine leadership anchored on the pillars of leading the mindset change, through collaboration and integrity,” Ms Mitei said in a speech read by TSC Legal Director Cavin Anyuor.
“CBE is not simply a change of curriculum but a transformation in how educators understand learning. It recognises content mastery, emphasises creativity and innovation, critical thinking and problem-solving and focuses on practical application of knowledge through community service learning.”
Teachers Service Commission (TSC) headquarters in Upper Hill, Nairobi.
Ms Mitei said the country is drifting away from teaching children to merely recalling information to preparing them to apply knowledge in real-life situations.
“Science and humanities are no longer about passing examinations but about performing authentic tasks,” the TSC boss said.
“Teachers look to you as administrators and curriculum leaders. When principals open the curriculum for discussion, encourage reflection on teaching methods, and support innovation in classrooms, teachers gain confidence to try new approaches. Learners then benefit from innovative pedagogy and improved outcomes,” she said.
Ms Mitei admitted that such change is not easy.
“Some teachers struggle with designing authentic competency-based tasks. Others find interpreting designs and learning outcomes challenging. These are not failures; they are natural steps in any transformation. Where leadership models curiosity, humility and continuous learning, gaps begin to close,” Ms Mitei said.
She challenged principals to reflect on their knowledge of CBE, saying school managers who stop expanding their knowledge base at 8-4-4 have stopped growing as leaders.
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