The National Assembly Committee on Education has been tasked to convene urgently and craft solutions to mounting challenges in the rollout of the Competency‑Based Education (CBE) system, following concerns raised by Members of Parliament during a legislative retreat in Naivasha.
MPs painted a picture of an education system under strain as the pioneer Grade 9 cohort transitions to Senior School, citing skewed infrastructure funding, delayed capitation, and widening inequalities that have left many schools ill‑prepared for Grade 10.
Education Cabinet Secretary Julius Ogamba, while briefing MPs, admitted inconsistencies in infrastructure development but assured that the ministry was working to correct imbalances. He said the government was racing to construct 1,600 laboratories in 1,452 schools by June, a key requirement for the practical learning model under CBE.
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However, MPs demanded transparency in the use of the Education Infrastructure Fund, with Mandera North MP Bashir Abdullahi insisting that the ministry publish the list of beneficiary schools. Kilifi North MP Owen Baya added that marginalised regions were being left behind, forcing NG‑CDF to shoulder the burden of infrastructure development.
National Assembly Majority Leader Kimani Ichung’wah accused inspectors of lax enforcement and urged the ministry to gazette uniform and feeding programme charges to protect parents. He also faulted the Teachers Service Commission (TSC) for irrational deployment, noting that some schools were overstaffed while others remained severely understaffed.
Speaker Moses Wetang’ula acknowledged that government policy bars schools from sending learners home over fees or uniforms but warned that weak enforcement at grassroots level undermines the directive. He further challenged the ministry to consolidate multiple bursary schemes into a central basket for efficiency.
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Beyond basic education, the Public Investments Committee on Governance and Education flagged governance gaps, financial mismanagement, and inclusivity concerns in several Technical and Vocational Education and Training (TVET) institutions. Reports from the Auditor General revealed unresolved issues including land disputes, lack of ethnic diversity in recruitment, and unutilised HELB loans. In one case, Sh22 million remained idle after late disbursement to students who had already cleared their fees.
The committee directed that such funds be refunded and reallocated to other beneficiaries, underscoring the need for tighter oversight.
By Masaki Enock
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