Rewarding learners with fast food treats after achieving academic excellence has become a trend in some schools, particularly in unsavoury private institutions that seem to fancy reward schemes rooted in consumerism. At first glance, it may seem that such practices motivate learners to work harder and meet their academic goals. The promise of crispy chicken, burgers, and chips can indeed excite children and inspire them to make an effort. However, when examined against the spirit and philosophy of the Competency-Based Curriculum (CBC), such practices not only stand on shaky ground but also contradict the very essence of holistic education. They present education as a transactional game in which effort is rewarded by food, rather than a transformative journey aimed at shaping character, wellness and lifelong competencies.
CBC is built on nurturing values and developing learners’ capabilities in ways that extend beyond academic performance. One of its guiding pillars is the development of well-rounded individuals who embody wellness, responsibility and citizenship. By linking academic achievement to junk food, schools risk derailing this vision and inadvertently teaching the wrong lessons. A child who grows up believing that the ultimate reward for hard work is deep-fried chicken is unlikely to connect effort to intrinsic fulfilment or long-term goals. Instead, they become conditioned to chase external, short-lived pleasures – pleasures that in this case are not even healthy. The motivation shifts from learning for growth to learning for chips, burgers and wings. In the long run, such learners risk losing the joy of discovery, creativity, and self-driven excellence, because they are constantly waiting for the next outing to fast-food restaurants in town.
Beyond the question of motivation, there is the health factor. Junk food is universally recognised as a poor dietary choice when consumed regularly. It is laden with fat, salt, sugar and additives that contribute to lifestyle diseases, obesity and poor nutrition. For CBC, which emphasises nurturing environments where learners develop good habits of healthy living, this kind of reward runs counter to the curriculum’s intentions. It is almost ironic: while one part of the curriculum may encourage physical fitness, balanced diets and positive health choices, another part of the school environment may be undermining those lessons by glorifying fast food as the prize for success. Such contradictions confuse learners and weaken the credibility of the very system meant to prepare them for responsible living.
The practice also raises ethical and social concerns. Not all learners come from families that can afford junk foods. In fact, in many communities, these are viewed as luxuries that are only accessed on special occasions. When schools normalise them as the standard of reward for academic success, they risk fostering a sense of exclusion and inequality. Those who cannot afford such treats outside the school system may begin to see academic excellence not as a means to empowerment, but as a ticket to privilege. This trivialises the real purpose of education and subtly reinforces class divides. CBC, on the other hand, seeks to reduce these inequities by ensuring that every child develops competencies regardless of their background. When rewards are tied to fast food consumption, schools unintentionally associate success with privilege, thereby undermining inclusivity.
It is also important to question what message is being communicated when food becomes the symbol of reward. At its heart, education is not about working for consumption but about growing in wisdom, resilience and creativity. If children are told to work hard for food, we shrink their horizons and reduce their goals to basic survival instincts. Such messaging undermines the dignity of the learning process. We ought to be teaching learners to work hard for knowledge, for problem-solving ability, for self-respect, for the good of society and for the joy of building a meaningful life. Reducing all this to a burger and fries does not just cheapen education; it sends a dangerous signal that the value of effort is measured by what one eats, rather than what one becomes.
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There are numerous CBC-aligned ways to reward academic excellence and foster intrinsic motivation. Recognition in the form of certificates, applause in assemblies, or public acknowledgement can be powerful motivators. Experiences, rather than consumables, can also serve as meaningful rewards, such as trips to museums, visits to cultural centres, nature walks, mentorship sessions with inspiring figures, or opportunities to lead in school projects. Such rewards not only affirm effort but also expand learners’ horizons and enrich their competencies. Even symbolic rewards, such as books, art materials, or educational games, align better with the values of CBC, as they enhance the child’s learning journey rather than diverting them toward unhealthy consumer habits.
In addition, giving learners greater responsibility can be a reward in itself. A student who excels may be allowed to mentor peers, lead a group project, or represent the school in academic events. This teaches that excellence leads to trust, responsibility, and influence—values that are at the heart of CBC. Such forms of recognition tie success to character, rather than consumption, and instil in learners the understanding that hard work leads to opportunities to make a positive impact.
For schools that still rely on fast food reward schemes, it may be due to habit, a lack of creativity, or pressure to provide visible incentives. Yet, educators must reflect deeply on the hidden curriculum embedded in such practices. What do learners walk away believing? That success is a ticket to junk food? Is excellence about pleasing teachers enough to earn chips and burgers? Or that education is about developing the skills and character to navigate life meaningfully? The answers to these questions determine whether schools are truly aligned with CBC or whether they are undermining it while claiming to implement it.
In truth, rewarding with the fries may buy short-term excitement, but it risks long-term distortion of values. CBC demands more. It calls for schools to move beyond outdated transactional reward systems and embrace approaches that nurture whole learners—children who are not just academically strong but also morally grounded, socially responsible, and physically healthy. To continue tying excellence to fast food is to reduce education to a bargain, where effort is traded for fried chicken. It is not only a disservice to the learners but also a betrayal of the curriculum’s vision.
The future of education in Kenya lies in developing citizens who can think critically, act responsibly and live healthily. That future cannot be built on burgers and fries. It can only be secured when schools rise to the challenge of aligning their practices with the values they teach, rewarding learners in ways that foster character, wellness and a love for learning itself.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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