As schools across Kenya prepare to reopen under the Competency-Based Education (CBE) system, a new reality is emerging: while principals are being elevated to central decision-makers in curriculum delivery, concerns are growing over whether schools are fully prepared to shoulder the expanded mandate.
The Teachers Service Commission (TSC) has placed principals at the core of implementing CBE, giving them greater authority in guiding learning pathways, managing staffing needs and overseeing curriculum delivery.
However, education stakeholders warn that the success of this shift will largely depend on how well schools are equipped to handle the demands of the new system.
Under the restructured framework, principals are expected to oversee the rollout of specialised learning pathways such as STEM, Arts and Sports Science and Social Sciences.
This requires adequate laboratories, teaching materials, trained teachers and proper infrastructure—resources that remain unevenly distributed across the country.
In rural and underfunded schools, principals may face significant challenges in implementing the pathways effectively, raising fears that inequality in education could widen if support is not strengthened
Education analysts argue that while the policy is well-intentioned, it risks placing heavy responsibility on school leaders without matching investment at the institutional level.
Traditionally, school heads in Kenya focused on administration, discipline and general school management.
However, under CBE, principals are now expected to function as curriculum leaders, directly influencing how learning is structured and delivered.
This includes identifying learners’ strengths, assigning them to appropriate pathways, supervising teacher preparedness and ensuring continuous assessment is properly implemented.
While many principals have welcomed the increased autonomy, some privately acknowledge that the transition is demanding and requires more technical support.
The Teachers Service Commission has conducted training sessions for school leaders across the country to prepare them for the new responsibilities.
The training has focused on leadership under CBE, learner-centred assessment and institutional planning.
Despite this, some education stakeholders argue that short training sessions alone may not be sufficient to fully prepare principals for the complexity of managing differentiated learning pathways.
They are calling for continuous capacity building, stronger mentorship systems, and closer collaboration between school heads and curriculum experts.
One of the biggest concerns emerging ahead of reopening is whether all schools will be able to implement CBE equally.
Urban schools with better infrastructure may adapt faster, while marginalised institutions could struggle to meet the requirements.
This disparity could result in unequal learner experiences, particularly at the senior school level, where specialisation becomes more pronounced.
Education advocates are urging the government to prioritise funding, infrastructure development and teacher deployment to ensure no school is left behind.
While the policy marks a significant step toward strengthening school leadership, principals now find themselves at the centre of both opportunity and pressure.
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They are expected to drive academic success while navigating resource constraints and evolving curriculum demands.
As schools reopen, attention will be on how effectively these school heads can translate policy into practice under real-world conditions.
For many education stakeholders, the coming term will serve as a critical test of whether Kenya’s ambitious Competency-Based Education reform can succeed not just in policy, but in practice on the ground.
By Kimwele Mutuku
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