Kenya’s CBE Rollout: Parents, Teachers sound alarm over CBE preparedness gaps and red flags

As Grade 9 learners prepare to transition to Grade 10 under the Competency-Based Education (CBE) system, concerns are mounting over the country’s level of preparedness, particularly in public schools, amid fears that delays could disadvantage the pioneer cohort.

Speaking at a sensitisation forum on the new CBE pathways held at ACK Thika Memorial School, education stakeholders questioned why the retooling of teachers has taken so long, despite years of advance notice. CBE expert Dan Arimi criticised policymakers for acting too late, noting that Kenya has known for more than a decade that senior school would eventually be rolled out.

“The government is trying to retool teachers, and that is commendable. But we should not have waited until the last minute. For the last 11 years, we knew senior school was coming. Retooling is happening across the country, but honestly, it is coming too late,” Arimi said.

Arimi observed that while public school teachers are only now undergoing training, many private schools completed the process earlier, giving them a head start. He warned that the delays could leave public school learners at a disadvantage as they enter senior school. He also challenged teachers earmarked for senior school to take personal initiative instead of relying solely on government programmes.

“I would challenge teachers not to wait to be retooled. They should learn from schools that have already implemented CBE, especially primary schools, which have valuable experience to share,” he added.

During the same forum, ACK Bishop Prof. Julius Wanyoike raised concerns over emerging challenges in the placement of Grade 10 learners, noting cases where students are being posted to schools far from their homes. He questioned whether the education sector was fully ready for the transition and called for fairness and better management of the system.

“I’m not so sure the national education sector was fully prepared. We now have learners being placed into pathways that were not well prepared for, largely because the necessary resources at primary and junior school levels were not available. This comes down to how national resources are managed, interpreted and implemented,” Prof. Wanyoike said.

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He warned that continued under-resourcing of public schools could undermine the goals of CBE, especially as private institutions invest heavily in infrastructure, teacher training and learning materials, potentially widening the gap between learners in the two systems.

ACK Thika Memorial School principal Peterson Gichuki echoed the call for balance, urging the government to support private schools, which he said play a crucial role in complementing public education. He proposed incentives such as tax holidays to ease the financial burden on private institutions investing in senior school facilities.

“We are looking forward to government support, especially in learning resources. Even if there is no direct funding or capitation, subsidies such as tax holidays on construction of classrooms and laboratories, as well as on books, would go a long way. Support in training teachers in private schools would also be very helpful,” Gichuki said.

Parents attending the forum said they were generally prepared for their children’s transition to Grade 10 but voiced concern over unresolved issues that continue to create uncertainty. They cited confusion around the curriculum, lack of clarity on school fees, delays in releasing textbooks and learning materials, and other grey areas that they believe need urgent attention.

One parent, Jimmy Muigai, appealed to the government to provide clearer guidance on the syllabus. 

“We don’t know the kind of syllabus our children will follow. We are in the dark. If we had it, we could even try to support our children at home. My plea is that the government ensures the right syllabus is released so that parents and learners can move forward together,” he said.

As the Grade 10 transition draws closer, stakeholders say urgent action is needed to address gaps in teacher training, resource allocation and policy clarity to ensure the Competency-Based Education system delivers equitable outcomes for all learners.