- The Ministry of Education (MoE) has reaffirmed a nationwide ban on commercial examinations in all basic education institutions.
- Schools have been directed to fully implement Classroom-Based Assessment (CBA) under the Competency-Based Curriculum.
- Officials say the move will eliminate illegal levies, reduce examination pressure and promote competency-based learning.
Kenya’s education system is undergoing a major transformation after the Ministry of Education (MoE) reaffirmed a nationwide ban on commercial examinations in all basic education institutions, signalling a decisive shift towards competency-based assessment.
A circular issued by Kilifi County Director of Education Nicholas Oyuucho, based on earlier Ministry of Education directives (Ref. MOE.HQS/3/6/116(53)), has instructed all heads of institutions to comply fully with the ban, warning that continued use of externally developed commercial examinations amounts to a violation of Government policy.
The directive applies to pre-primary, primary and junior secondary schools, effectively ending the long-standing practice of purchasing mock examinations, revision tests and predictive papers from private publishers.
For many years, commercial examinations became a common feature of Kenya’s education system, particularly during national examination preparation.
Many schools relied on the examinations to evaluate learner preparedness before national assessments.
However, the MoE argues that the practice gradually evolved into a profit-driven enterprise that imposed unnecessary financial burdens on parents while shifting attention away from meaningful learning.
According to the circular, commercial examinations encourage illegal levies, promote examination drilling and undermine the objectives of the Competency-Based Curriculum (CBC).
Education officials also argue that commercially produced examinations create inequalities because schools with greater financial resources are able to purchase more revision materials than less privileged institutions.
Transition to classroom-based assessment
MoE has intensified implementation of Classroom-Based Assessment (CBA), which forms one of the key pillars of Competency-Based Education (CBE).
Under the approach, learners are assessed continuously during normal classroom activities rather than through externally developed examinations.
Assessment is integrated into everyday learning through assignments, projects, practical activities, oral presentations, group work and continuous teacher observations.
Education officials say the model places greater emphasis on developing competencies such as critical thinking, creativity, communication, collaboration and problem-solving instead of memorisation.
They argue that continuous assessment provides a more comprehensive picture of learner progress while reducing pressure associated with high-stakes examinations.
The reforms place teachers at the centre of learner assessment.
Educators are now expected to continuously monitor learner progress, maintain assessment records and provide regular feedback.
While many education stakeholders support the reforms, teachers have raised concerns about increased workload, particularly in overcrowded classrooms where individual learner assessment can be challenging.
Some educators have also cited inadequate training on classroom-based assessment tools and inconsistent implementation guidelines, especially in rural and under-resourced schools.
Balancing reform and implementation
Education stakeholders acknowledge that the success of the reforms will depend on sustained teacher training, adequate learning resources and effective supervision by education authorities.
Some analysts caution that schools operating under intense examination pressure may continue using commercial examinations informally unless monitoring is strengthened.
Others have raised concerns about maintaining consistency between classroom-based assessment and national reporting systems.
Despite these concerns, the Ministry of Education has directed county education offices to ensure strict compliance with the policy and take appropriate action against institutions that violate the directive.
READ ALSO: St. Martha’s Mwitoti targets girls’ volleyball and netball glory at Western KSSSA Games
Officials insist the reforms are necessary to eliminate unnecessary financial burdens on parents while restoring focus to meaningful learning rather than examination preparation.
MoE maintains that strengthening classroom-based assessment will enhance the integrity of Competency-Based Education by ensuring learners are evaluated on actual competencies rather than examination drilling.
The ban on commercial examinations represents one of the most significant reforms in Kenya’s education sector, marking a deliberate move away from examination-centred learning towards continuous competency-based assessment.
By Hillary Muhalya
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
