The Transition Trap: Why Grade 10 admissions are breaking down

The introduction of Grade 10 under the Competency-Based Education (CBE) system was meant to open a new era of education in Kenya. It was supposed to expand opportunities, reduce pressure on the old 8-4-4 model, and give learners more choices based on their interests and strengths. Yet, as the first cohorts of Grade 10 learners report to schools, many head teachers are facing a problem they never anticipated: admitting Grade 10 learners has become increasingly difficult, and the burden is not just administrative—it is financial, logistical, and deeply emotional.

One of the biggest challenges is that headteachers have been instructed to admit all learners who have been placed by the national placement system, regardless of whether they have paid fees or brought the required items such as uniforms, textbooks, bedding, or boarding materials. This directive has left principals in a dilemma. On one hand, they are legally bound to follow government instructions; on the other hand, they must keep their schools running.

Schools rely on school fees to pay for essential services—food for boarding students, security, electricity, water, and even the salaries of non-teaching staff. When learners arrive without fees, the school has no immediate funds to cover these costs. This situation creates a tension between the duty to admit learners and the need to keep the school operational.

The financial strain is not only felt by schools but also by families. Many parents are struggling to raise the money required for the transition. Even though the government has attempted to standardize school fees, the costs of reporting to Grade 10 remain high. A learner moving to senior school often needs new uniforms, textbooks, stationery, and sometimes a different set of school requirements.

For boarding schools, the expenses are even higher. Some families, especially those in rural areas or those affected by economic hardship, cannot meet these demands. As a result, learners may delay reporting, or they may not report at all. When learners fail to report on time, headteachers cannot plan effectively. They do not know the actual number of students to expect, which makes it difficult to allocate classrooms, teachers, and resources.

Another major challenge is the massive influx of learners seeking admission beyond the allocated government placements. In many areas, parents are unhappy with the placement lists and want their children to be admitted to better schools. This has led to pressure on headteachers to accept learners who were not placed in their schools. Some popular schools have been overwhelmed by requests, with thousands of parents seeking admission for their children. The headteacher then becomes the target of frustration from parents who feel their children deserve better opportunities.

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However, the school may not have enough space, enough teachers, or enough facilities to accommodate additional learners. This creates a situation where headteachers are forced to refuse admissions, even when they sympathize with the learners’ plight. In the eyes of the community, the headteacher becomes the enemy, yet the real problem is the limited capacity and the uncontrolled demand.

The problem is further compounded by the fact that headteachers have lost much of their previous authority in the admissions process. Under the old system, principals had some flexibility to manage admissions, including considering the learner’s academic performance, discipline records, and sometimes even the needs of the local community. They could also plan the school’s resources based on the expected intake. Under the new system, placements are done centrally through a government portal, and headteachers receive the list of learners assigned to their schools without details such as academic performance or special needs. This makes it difficult for principals to plan class structures and teaching groups. It also limits their ability to ensure a balanced intake that matches the school’s resources and capacity.

This loss of authority has also affected the relationship between schools and parents. In the past, parents could negotiate directly with the school, and headteachers could manage admissions based on local needs. Today, when a parent complains about placement, they often blame the headteacher rather than the placement system. This creates tension and misunderstanding, making the headteacher’s job more stressful. They are expected to manage the consequences of decisions they did not make, while still being held responsible for the outcomes.

Some schools, especially those in less popular areas, are facing a different challenge—low student turnout. While top schools and well-resourced institutions are receiving more learners than they can handle, many sub-county and day schools are experiencing a decline in enrollment. Parents prefer to send their children to schools perceived to have better facilities, better results, and better opportunities. As a result, some schools are left with only a few learners, sometimes even single-digit numbers.

This situation is not only demoralizing for the headteacher but also financially unsustainable. Schools depend on a minimum number of learners to function. When enrollment is too low, it becomes difficult to justify paying teachers, maintaining infrastructure, and providing learning materials. Some headteachers feel trapped—they are required to admit learners, but the learners are not choosing their schools.

The new system has also exposed the shortage of trained teachers and resources for senior school pathways. Grade 10 learners are expected to follow specialized pathways such as STEM, Arts, Sports, and Social Sciences. However, many schools lack teachers trained in these specific pathways. Even when teachers are available, there may not be enough of them to cover all subjects, or they may not have the necessary teaching materials.

Textbooks and learning resources have also been delayed in some areas. This creates a situation where learners are admitted, but the school cannot provide quality learning immediately. Headteachers fear that learners will join the school and spend the first term without proper learning materials or adequate teaching. This undermines the very purpose of education and puts pressure on principals to find solutions quickly.

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The timing of the transition has also worsened the situation. Grade 10 was introduced in a period of economic uncertainty, and many schools were still recovering from the disruptions caused by the pandemic. The new system required new infrastructure, new training, and new planning. Some schools were not ready, yet they had to admit learners. This has placed headteachers in a difficult position. They are expected to deliver quality education with inadequate resources and under tight deadlines.

Another factor is the issue of student safety and welfare. When schools admit learners without adequate resources, they risk exposing learners to poor living conditions, especially in boarding schools. The pressure to admit learners can lead to overcrowding, which affects hygiene, security, and overall well-being.

Headteachers are responsible for the safety of learners, and they cannot ignore the risks associated with overcrowded dormitories and congested classrooms. When learners are admitted without proper preparation, the headteacher becomes the one who bears the blame if anything goes wrong.

All these challenges come together to create a scenario where admitting Grade 10 learners is no longer a simple administrative task. It has become a complex balancing act between government directives, financial realities, parental expectations, and the welfare of learners. Headteachers are caught in the middle, and they are often left feeling powerless. They are required to follow directives, but the system does not provide them with the necessary tools to succeed.

Ultimately, the issue is not about the willingness of headteachers to admit learners. Most principals are passionate about education and genuinely want to help learners succeed. The difficulty lies in the mismatch between policy and reality. The government’s intention to provide access to Grade 10 is noble, but the implementation has not fully considered the practical challenges faced by schools. Without adequate funding, proper planning, and sufficient resources, headteachers will continue to struggle.

For the Grade 10 transition to succeed, there must be a more realistic approach. The government needs to provide adequate support to schools, including funding, textbooks, teacher training, and infrastructure. Parents also need to be supported through awareness and financial assistance where necessary. Most importantly, the placement system must be made more transparent and flexible to allow schools to plan effectively. Only then will headteachers be able to admit learners without fear and provide the quality education that Kenya’s children deserve.

By Hillary Muhalya