Teachers across the country have raised concerns over low marks being recorded by Junior Secondary School (JSS) learners in the ongoing school-based assessments, with some questioning whether the results point to deeper challenges in the implementation of the Competency-Based Education system.
Reports from Nakuru, Trans Nzoia, Kericho and Narok indicate that some JSS learners are recording very low marks in the ongoing assessments, sparking concern among teachers who are closely monitoring learners' progress as schools continue with the assessment process.
A similar situation is reportedly being witnessed in Senior Schools, where Grade 10 learners, the first cohort to transition to Senior School under the Competency-Based Education system, are also recording disappointing results in some schools.
Several teachers have expressed frustration over what they describe as dismal performance among Grade 10 learners, saying the results have raised questions about learners' preparedness for Senior School and their ability to cope with the demands of the new curriculum.
The performance of the Grade 10 cohort is attracting particular attention because these learners are among the first to navigate the Senior School pathway under the Competency-Based Education framework, and their results could provide important insights into areas where learners may require additional academic support.
Teachers say the situation calls for closer attention to learning gaps, instructional approaches and the support available to both learners and educators, arguing that assessment results should be used to identify weaknesses early and develop interventions that can improve learning outcomes.
The reported low scores have renewed conversations about learner preparedness as the country progresses through the competency-based system.
While assessments are intended to establish what learners know, understand and can do, consistently poor results could signal the need for schools and education stakeholders to examine areas requiring greater support.
As the ongoing school-based assessments continue, teachers, parents and education stakeholders are expected to keep a close watch on the emerging results to establish whether the reported poor performance will be reflected more broadly across schools and regions.
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