Why Grade 10 pioneer CBE cohort are better prepared than former Form One students

I am writing this piece in response to my teacher- colleague, Raphael Ng’ang’a’s piece that the grade 10 transitioning to Senior school are worse off than the former 8:4:4 form ones. Nothing can be further from the truth. From where I sit, the pioneer grade 10 learners are incomparable with form ones. They are very assertive, well equipped and very prepared to pursue a 3-year course that aligns with their future careers. In fact, they can easily take up employment after completing Senior School something a 8:4:4 form 4 graduate could not do.

As Kenya witnesses the implementation of the fourth and final phase of Basic Education under the Competency-Based Curriculum (CBC), it is important to state categorically that Grade 10 learners joining Senior School are far better prepared than the former Form One students under the 8-4-4 system. This difference is not accidental. It is the result of deliberate curriculum design, progressive assessment reforms, and a clear philosophical shift towards nurturing every learner’s potential rather than sorting them through high-stakes examinations.

At the heart of CBC is the introduction of seven core competencies that fundamentally redefine what it means to be educated. These competencies help learners understand who they are, what they can do, and how they can contribute meaningfully to society. This approach aligns directly with the CBC mission of nurturing every learner’s potential, a vision that was largely absent in the 8-4-4 system, which prioritized content coverage and examination performance over holistic development.

Grade 10 learners enter Senior School as critical thinkers with well-developed problem-solving skills. They are accustomed to analyzing situations, questioning assumptions, and proposing solutions to real-life challenges, whether personal, societal, or environmental. Their learning experiences have consistently demanded reasoning, reflection, and application of knowledge. Under the 8-4-4 system, learning was predominantly examination-driven, with heavy emphasis on memorization and recall. As a result, many former Form One students struggled to transfer classroom knowledge to practical situations.

Creativity and imagination are another defining strength of CBC learners. From an early age, they are encouraged to innovate, design, perform, and express their ideas freely. By the time they reach Grade 10, learners are confident creators who view originality as a strength rather than a risk. In contrast, creativity under the 8-4-4 system was often confined to co-curricular activities and rarely recognized or assessed within academic learning. This left many learners feeling that their talents were secondary to examination grades.

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Grade 10 learners also demonstrate a stronger sense of citizenship and values. They understand their role in society and appreciate principles such as integrity, respect, responsibility, social justice, and national cohesion. These values are not treated as abstract concepts but are integrated into daily learning experiences. While the 8-4-4 system acknowledged values education in theory, academic achievement often overshadowed character development in practice.

Another significant advantage is the ability of CBC learners to “learn how to learn.” Grade 10 learners are independent, reflective, and self-directed. They can set goals, assess their progress, seek feedback, and make adjustments to improve. Former Form One students, on the other hand, were often heavily dependent on teachers for direction and struggled to take ownership of their learning. The transition to secondary school was therefore abrupt and overwhelming for many.

Closely related to this is self-efficacy. Continuous assessment and constructive feedback have enabled CBC learners to develop confidence, resilience, and a growth mindset. They understand that learning is a process and that mistakes are part of growth. Under the 8-4-4 system, high-stakes examinations frequently labeled learners as “weak” or “failures” at an early age, damaging self-esteem and limiting future aspirations.

Communication and collaboration further distinguish Grade 10 learners. Group tasks, projects, presentations, and discussions are a routine part of their learning journey. As a result, learners can articulate ideas clearly, listen actively, and work effectively in teams. The 8-4-4 system, by contrast, emphasized individual competition, often discouraging collaboration and peer learning.

Digital literacy is another defining feature of today’s Grade 10 learners. They are comfortable using technology for research, learning, communication, and problem-solving. Digital tools are integrated into instruction rather than treated as optional extras. Many former Form One students encountered meaningful digital learning much later, sometimes only at tertiary level, leaving them disadvantaged in an increasingly digital world.

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Beyond competencies, Grade 10 learners transition to Senior School with clearer career direction. Career guidance is embedded throughout their learning journey, helping learners identify interests, strengths, and aspirations early. Unlike former Form One students, who often waited until KCSE results to think seriously about careers, CBC learners already have a sense of purpose and direction.

The early introduction of elective subjects at the entry point to Senior School further strengthens this preparedness. Under the 8-4-4 system, specialization only began in Form Three, after two years of largely uniform subject exposure. CBC learners, however, select subjects aligned to their talents and aspirations from the beginning, allowing focused growth and deeper engagement.

The pathway approach introduced at Junior School is a true game changer. Learning at this level is guided by exploration, deliberately exposing learners to the Arts and Sports Science Pathway, the Social Sciences Pathway, and the STEM Pathway. Through Creative Arts and Sports, languages and humanities, sciences and technical subjects, learners discover where their interests and abilities lie before making informed pathway choices. This contrasts sharply with the 8-4-4 system, where subject choice was narrow and often dictated by school capacity rather than learner potential.

The consequences of the old system are evident. In the recently released KCSE results, only about 270,000 learners out of over 900,000 qualified for university admission, leaving more than 600,000 learners without clear progression pathways. Many of these learners risk being wasted unless their families can afford alternative options. CBC addresses this historical injustice by ensuring that no learner is labeled a failure at the end of any level. Every talent, skill and ability is recognized and nurtured.

In every sense, Grade 10 learners are better prepared than former Form One students – academically, socially, emotionally and career-wise. This is not merely a change in curriculum; it represents a profound transformation of education in Kenya, one that prioritizes relevance, equity and human potential over rote learning and exclusion. The CBE learners have a higher sense of value than their 8:4:4 counterparts.

By  Polycap Ateto

Polycap is a CBE champion and a passionate educator, trainer and CBA certified facilitator.