The 2023 Kenya Primary School Education Assessment (KPSEA) results are now available, presenting a mixed picture of progress and challenges as Competency-Based Education (CBE) continues to take hold.
Administered to more than 1.28 million Grade Six learners nationwide, the assessment covered 14 subjects and core competencies that define Kenya’s new learning model.
Kenya National Examinations Council (KNEC), which published the report, reveals that overall performance improved in literacy subjects, particularly English and Kiswahili, where more than 60 per cent of learners either met or exceeded expectations.
“Learners displayed commendable progress in language literacy, with clear evidence of improved comprehension and writing skills,” the report stated.
However, science and technology subjects presented a not-so-good picture.
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“Science performance was below expectations, with many learners struggling in practical and application-based questions,” the report notes.
Learners struggled to interpret experiments and apply concepts in real-world situations.
Mathematics, a core foundation for future STEM learning, showed significant variability.
Some learners performed am3 pm, though many struggled with key areas like fractions, geometry and measurement.
“Weaknesses in problem-solving contexts remain a challenge, even where conceptual knowledge is in place,” the report observed.
KNEC attributed these trends to disparities in access to resources.
Schools with well-equipped laboratories and libraries generally performed better than those without.
“Resource availability directly influences outcomes, and learners in under-resourced schools are at a clear disadvantage,” the report concludes.
Another positive note was the growing reliability of the CBE assessment tools.
Notably, all subjects recorded acceptable reliability indices, providing the results with a credible measure of learner ability.
KNEC stated: “The 2023 KPSEA results reveal encouraging improvements in literacy and numeracy, confirming the impact of the CBE reforms.”
Beyond academics, the assessment also measured competencies such as communication, collaboration, and self-efficacy, with learners exhibiting moderate performance in these areas, reflecting a gradual shift from rote learning to competency-based approaches.
Education experts welcomed the results but cautioned that more investment is needed. “Strong literacy gains are encouraging, but the weaknesses in science and math should serve as a wake-up call,” an education policy analyst said.
The Ministry of Education is expected to utilise these findings to inform its interventions. Proposed measures include teacher retooling, expansion of laboratories, and greater monitoring of curriculum delivery in underperforming counties.
As learners continue with preparation to enter Junior Secondary, the KPSEA report provides a baseline for their progress.
It demonstrates that while Kenya is on the right track with CBC, deliberate strategies are required to ensure no learner is left behind.
By Joseph Mambili
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