From the outset, let me state that KNEC sets exams and assessments based on the specific learning outcomes stipulated in the KICD’s curriculum designs. The learning outcomes are converted into assessment questions. Simple.
The Kenya National Examinations Council (KNEC) has repeatedly emphasised that all its assessment tools and tests are developed strictly from the curriculum designs and not from any specific course, textbook or publisher’s material. This is a principle that has guided the Council since its inception and one that has become even more critical with the introduction of the Competency-Based Curriculum (CBC) and the Kenya Junior Secondary Education Assessment (KJSEA). The curriculum designs are the officially approved roadmaps that define what learners should know, what skills they should demonstrate, and what values they should embody at each level of schooling.
By anchoring its examinations on curriculum designs, KNEC ensures that assessment is fair, standardised and free from the influence of individual publishers or teachers. Every learner, regardless of whether they attend a rural day school, a national school or a private institution, is measured against the exact competency expectations. This is the only way to maintain equity in national assessments. Were KNEC to rely on a specific course book or publisher, learners would be disadvantaged depending on whether their schools used those exact materials. Instead, the curriculum design acts as a neutral and authoritative source, ensuring a level playing field for all.
This distinction is particularly important at the junior secondary level, where the KJSEA assessments are being rolled out. The KJSEA is not an exam in the traditional sense but an assessment that seeks to capture a learner’s mastery of competencies across different learning areas. It is intended to provide a balanced picture of what a learner can do, not just what they can recall. Therefore, assessment tasks are framed in ways that require application of knowledge, problem-solving, and creativity – all of which are directly rooted in the curriculum designs.
The release of the KJSEA sample papers has helped to clarify this approach. These sample papers make it abundantly clear that KNEC is not testing learners on how well they memorised a particular textbook’s examples, nor is it rewarding learners for having covered a publisher’s specific revision series. Instead, the sample papers are structured around the competencies spelt out in the curriculum. For instance, in Integrated Science, questions are designed to test scientific investigation, observation and interpretation of data rather than repetition of definitions from a single book. In English, tasks go beyond grammar drills to include comprehension, critical thinking, and expression skills. In Mathematics, learners are tested on conceptual understanding and problem-solving rather than mechanical regurgitation of formulae.
This clarity underscores a responsibility for schools with KJSEA candidates: they must thoroughly review these sample papers. Doing so is not optional – it is essential for understanding the nature of KNEC’s assessment philosophy. Schools that rely solely on textbook drills, past papers from commercial printers or recycled exam questions will find themselves inadequately preparing their learners. The sample papers demonstrate the style, structure and depth of assessment that KNEC expects, and only by analysing and practising with them can teachers align classroom instruction with national standards.
Furthermore, interacting with the KJSEA sample papers helps teachers dispel the lingering myth that examinations are tied to publishers. Many schools have historically fallen into the trap of believing that purchasing certain “approved” revision books would guarantee exam success. This practice not only narrowed learners’ exposure but also fostered an exam-centred mentality that ran counter to holistic education. By studying the sample papers, teachers can see firsthand that the assessments go beyond the scope of any single book. They assess competencies that can only be developed through diverse teaching methods, active learner engagement, and exposure to real-world problem-solving scenarios.
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Another critical implication is that teachers must shift their mindset from teaching to cover content to teaching for competence. The curriculum designs specify learning outcomes, not merely lists of topics. For example, instead of just teaching Agriculture and Nutrition through notes and diagrams, teachers are encouraged to engage learners in practical tasks such as soil testing, planting or meal planning. These are the kinds of skills KNEC assessments aim to capture, as seen in the sample papers that include practical and scenario-based tasks. Schools that continue to confine learning to theoretical notes will likely find their candidates struggling when faced with competency-based assessment items.
KNEC’s reliance on curriculum designs also empowers teachers to use a variety of teaching resources creatively. Since no single textbook is the official source of questions, teachers can draw on multiple references, digital content, and practical activities to build learners’ understanding. What matters is not the source but whether the learner has mastered the competencies outlined in the curriculum. This flexibility encourages innovation in teaching, allowing schools to adapt strategies to their contexts without fear of being misaligned with the national assessment system.
Additionally, the strong alignment with curriculum designs enhances transparency and accountability in the education system. Teachers, parents, and learners can all access the curriculum designs from KICD and use them as a benchmark to track progress. This eliminates confusion and speculation about what will or will not be tested. When stakeholders understand that the curriculum design is the foundation, it becomes easier to focus energy on effective teaching and learning rather than chasing exam shortcuts.
Ultimately, the message from KNEC is straightforward but profound: the curriculum designs are the compass that guides all national assessments, and the KJSEA sample papers provide living proof of this reality. Schools that wish to prepare their learners effectively must study these sample papers carefully, internalise their structure and integrate their implications into daily teaching practice. This is the only sustainable way to ensure that learners are not just exam-ready but also life-ready – equipped with the knowledge, skills and values envisioned in the Competency-Based Curriculum.
In conclusion, KNEC does not generate assessment tools from courses, textbooks or publishers but from curriculum designs’ specific learning outcomes. The KJSEA sample papers have left no room for doubt: they clearly reflect competencies and skills from the curriculum and not any single learning material. For schools with KJSEA candidates, interacting with these sample papers is not just beneficial but necessary. It is through this interaction that teachers can align instruction with national assessment standards, learners can build confidence, and parents can understand the value of a competency-based approach. The future of Kenyan education lies in this shift – moving from content recall to competency demonstration – and KNEC’s approach ensures that every learner has an equal opportunity to showcase what they can do.
By Ashford Kimani.
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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