A recent report by the Kenya National Examinations Council (KNEC) indicating that three out of four learners in Grade 3 in Kenya lack basic literacy and numeracy skills has sparked concern, debate, and reflection across the education sector. While the findings may appear alarming, they raise deeper questions about assessment practices, data reliability, and the implementation of the Competency-Based Education (CBE) system.
At face value, the report paints a grim picture of learning outcomes in the country. Parents, teachers, and policymakers are understandably worried about what this means for the future of learners. However, it is important to interrogate both the data and the systems used to generate it.
KNEC, as the national body mandated to oversee assessments, plays a critical role in measuring learner achievement. Yet, when such a body releases findings that seemingly expose systemic weaknesses, it invites scrutiny;not only of the learners, but also of the assessment processes themselves.
One of the key concerns is the nature of reporting under CBE. Learners are graded using broad performance bands such as Exceeding Expectations (EE), Meeting Expectations (ME), Approaching Expectations (AE), and Below Expectations (BE). While these categories provide a general overview, they fall short of offering meaningful insights into specific competencies.
A learner may be categorized as “Approaching Expectations,” but what exactly does that mean in terms of reading fluency, comprehension, or numerical reasoning? Teachers are left without clear, detailed feedback on what learners can or cannot do, making it difficult to design targeted interventions.
If CBE is truly about what learners can do with what they know, then assessment reports must go beyond labels. They should break down performance into specific skills; such as reading comprehension, writing ability, problem-solving, or number sense and clearly indicate areas of strength and weakness. Without this level of detail, the promise of competency-based assessment remains unfulfilled, and the data becomes less useful at the classroom level where it matters most.
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Another pressing issue lies in teacher preparedness. The transition from a content-based system to a competency-based one requires significant retooling, not just in teaching methods but also in assessment literacy. Many teachers are still grappling with how to interpret and implement CBE assessments effectively.
In some cases, educators have received only brief orientation sessions rather than sustained, practical training. Without adequate professional development and continuous support, there is a risk that assessment becomes a routine administrative task rather than a meaningful tool for improving learning outcomes.
Equally concerning is the reliance on School-Based Assessments (SBAs), which are uploaded through digital platforms. While this approach aims to decentralize assessment and capture continuous learner progress, it is not without challenges. In many parts of the country, schools face limited access to digital devices, unreliable electricity, and inconsistent internet connectivity. These constraints complicate the process of administering assessments and submitting results in a timely and standardized manner.
In such contexts, teachers may be tempted intentionally or unintentionally to estimate or adjust scores based on familiarity with learners rather than strictly following assessment guidelines. This does not necessarily stem from malpractice, but from systemic pressures and practical limitations. Nonetheless, it raises valid concerns about the accuracy and consistency of the data being submitted. When such data is aggregated to produce national reports, the risk of distortion becomes significant.
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To address these challenges, several measures are necessary.
First, KNEC should provide more comprehensive and detailed feedback on learner performance, aligned with specific competencies.
Second, there must be sustained investment in teacher training to ensure educators fully understand and effectively implement CBE principles.
Third, the government should consider adopting a hybrid approach to assessment; combining digital systems with hardcopy alternatives to accommodate schools in underserved areas.
Finally, stronger moderation systems should be put in place to verify and standardize SBA data before it informs national conclusions.
It is also important to clarify that basic literacy and numeracy remain essential for all learners. CBE does not eliminate the need for foundational skills; rather, it emphasizes their application in real-life contexts. Every learner, regardless of pathway, should be able to read with understanding, communicate effectively, and perform everyday calculations such as handling money or measuring quantities.
Ultimately, the issue is not whether learning gaps exist—they clearly do. The real question is whether the current assessment system is accurately capturing these gaps and providing actionable insights to address them. As Kenya continues to implement CBE, stakeholders must focus not only on measuring outcomes but also on ensuring that the data collected is reliable, meaningful, and useful for improving learning.
The conversation sparked by KNEC’s report is both necessary and timely. It should not be dismissed outright, but neither should it be accepted without critical reflection. Instead, it should serve as a catalyst for strengthening assessment systems, improving teacher support, and reaffirming the central goal of education: equipping every learner with the knowledge, skills, and competencies they need to thrive in a changing world.
By Polycarp Ateto
Polycap Ateto is a master student at Open University of Kenya and CBE champion
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