Education stakeholders in Tinderet, Nandi County, have expressed optimism that the Competence-Based Education (CBE) system could become one of the most transformative reforms in Kenya’s education sector if fully supported and properly implemented.
Teachers, parents, education experts, and community leaders noted that although the curriculum has faced criticism, confusion, and logistical challenges since its introduction nearly a decade ago, the country must now focus on strengthening and improving the system rather than debating its existence.
Implementation challenges
The stakeholders spoke during a consultative forum on education reforms in Tinderet, where concerns were raised over inadequate infrastructure, teacher shortages, insufficient training, and lack of public awareness surrounding the programme.
Education consultant, David Kipruto described the curriculum as progressive and well intentioned, saying it seeks to equip learners with practical competencies, creativity, and critical thinking skills needed in the modern world.
“CBE is not entirely a bad system because it seeks to nurture talents and practical abilities among learners unlike the previous exam oriented structure,” said Kipruto.
“The major challenge is that it was rushed through before adequate infrastructure, training, and awareness were put in place,” he added.
He observed that many schools in rural parts of Tinderet continue to struggle with shortages of classrooms, science laboratories, workshops, and digital learning facilities necessary for effective implementation of the curriculum.
According to him, the government now bears the responsibility of ensuring the programme succeeds because thousands of learners are already progressing through the system.
“The time for excuses is over because these learners are already progressing through the system. Authorities must now focus on ensuring smooth implementation of the system,” he said.
Support and awareness
Parents’ representative Ms Beatrice Chemutai from Songhor-Soba Ward said many families initially resisted the programme because of inadequate civic education and confusion over assessments, learner projects, and subject pathway selection.
She, however, noted that the country has already invested heavily in the programme and reversing it would only create further uncertainty among learners.
“We cannot continue debating whether the system should exist or not while children are already inside classrooms following it,” said Chemutai.
“The focus should shift to improving facilities, supporting teachers, and guiding parents properly,” she added.
Chemutai further pointed out that many parents in rural communities are struggling financially to meet some of the requirements associated with the curriculum, including internet access, learning materials, and project related expenses.
Teachers and leaders
Senior teacher Mr Stephen Koech lamented that educators were introduced to a completely new teaching model within a short period, forcing many teachers to adapt quickly despite limited preparation and inadequate resources.
He explained that teachers are now expected to handle continuous assessments, learner centred teaching approaches, and practical learning under difficult conditions.
“Teachers are expected to handle continuous assessments, practical learning, and learner centred approaches yet some schools are understaffed and poorly equipped,” said Koech.
“Without proper support, implementation becomes extremely difficult,” he added.
Koech called for additional teacher recruitment, regular training, and increased government support to enable schools effectively implement the curriculum.
Community elder, Elijah Sang warned that learners in rural areas risk being disadvantaged if the government fails to ensure equitable distribution of educational resources across the country.
He argued that schools in areas such as Tinderet deserve equal support similar to that enjoyed by institutions in major towns and urban centres.
“If the government truly believes every child deserves equal opportunity, then schools in rural communities must also get laboratories, workshops, and ICT infrastructure,” Sang said.
“Otherwise the gap between urban and rural learners will continue widening,” he warned.
Urgent reforms
Youth mentor Ms Sharon Jelagat praised the curriculum for recognizing talents beyond traditional academics, saying many learners who previously struggled under the old education system are now excelling in practical fields.
She noted that students are increasingly demonstrating strengths in sports, arts, agriculture, technical skills, and communication.
“This system can produce innovators, entrepreneurs, and skilled workers if properly implemented,” said Jelagat.
“The problem is not necessarily the curriculum itself but inadequate preparation and weak execution,” she added.
Education activist Ms Miriam Jerono challenged policymakers and education authorities to urgently address infrastructure deficits and staffing shortages before pioneer learners transition into higher learning levels.
She emphasized that learners should not suffer because of policy inconsistencies and delayed planning by authorities.
“These children did not create the system themselves. Adults introduced it and therefore adults must ensure it works effectively,” said Jerono.
“Their future depends on decisions being made now,” she added.
Stakeholders also expressed concern over inadequate communication regarding senior school pathways and career guidance, noting that many parents and learners in rural communities still do not fully understand the available options under the new structure.
They urged education officials to intensify public sensitization campaigns to help learners and parents make informed academic and career choices.
The stakeholders maintained that despite the rocky implementation process, the Competence-Based Education system still has the potential to transform Kenya’s education sector by producing skilled, innovative, and talent driven graduates.
They, however, warned that failure to urgently address the existing gaps could compromise the future of thousands of learners whose academic journey now entirely depends on the successful implementation of the system.
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The leaders called for stronger collaboration between the government, schools, parents, and local communities to ensure the curriculum achieves its intended objectives and benefits all learners equally regardless of their geographical location.
By Kimutai Langat
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