KNUT, KECSHA urged to embrace dialogue on JSS autonomy as CBE reforms deepen

A fresh wave of discussion is emerging in the education sector as stakeholders continue to debate the future of Junior Schools under the Competency-Based Education (CBE), with renewed calls for constructive engagement rather than confrontation among key education actors.

Kenya Union of Post Primary Education Teachers (KUPPET) Kilifi Branch Assistant Executive Secretary, Opollo K’Opollo, urged the Kenya National Union of Teachers (KNUT) and the Kenya Comprehensive School Heads Association (KECSHA) to adopt a more consultative approach on the question of Junior School autonomy.

He noted that the rollout of CBE has already created a distinct learning and administrative structure for Junior Schools, making it increasingly difficult to fully manage them under traditional primary school systems without clear operational independence.

According to him, the current debate reflects not only administrative concerns but also uncertainty on how roles, leadership pathways and institutional responsibilities will be aligned within the new education framework.

“The focus should not be on opposing or defending positions, but on building a system that supports effective learning and smooth administration under CBE,” he said.

The unionist further observed that Junior School teachers are already functioning within a specialised curriculum environment, and their professional development is naturally aligning with evolving administrative and leadership requirements.

He cautioned that without structured autonomy, challenges such as delayed decision-making, overlapping responsibilities and unclear reporting lines could affect the smooth implementation of CBE at the Junior School level.

At the same time, he dismissed concerns that reforms may disadvantage primary school teachers, emphasising that the education system is expanding rather than replacing existing career structures.

“What is required is harmonisation of roles. Every level of education must have a clear function within the broader comprehensive school system,” he added.

He proposed a phased transition model where Junior Schools are granted operational autonomy while maintaining coordination with other levels to ensure stability and accountability during the reform period.

He also called for a clear national policy framework on career progression for teachers across primary, junior and senior school levels, noting that clarity would reduce institutional tension and improve long-term planning.

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The remarks come at a time when discussions on the full operationalisation of comprehensive schools under CBE continue to intensify nationwide, as stakeholders seek a balance between autonomy, efficiency and system coherence.

By Kithinji Njeru