As Kenya ushers in the senior school phase under the Competency-Based Education (CBE) system, St. Peter’s Mumias Boys National School in Kakamega County is emerging as a frontrunner in the transition — blending tradition, innovation, and bold leadership.
With over 1,000 Grade 10 learners admitted this year alone, the Mumias-based national school has demonstrated both capacity and confidence in handling the pioneer cohort under the new curriculum framework.
At the centre of this transition is Chief Principal Chrispinus Owino, whose proactive leadership has seen the institution adopt internal reforms to ensure seamless implementation.
Unlike previous cohorts shaped by the 8-4-4 system, the Grade 10 learners at the institution are showing remarkable confidence and intellectual curiosity.
“They are mature, sharp, and highly inquisitive,” says Owino. “They freely ask questions — even to the principal. That is exactly what CBE envisions: learners who are bold and engaged.”
Education observers note that such learner confidence aligns perfectly with the goals of competency-based learning, which prioritises critical thinking, collaboration, and practical skills over rote memorisation.
STEM Pathway Dominates
True to its reputation as an academic powerhouse, the school has positioned itself firmly as a STEM institution. The overwhelming majority of Grade 10 learners have selected the Science, Technology, Engineering, and Mathematics pathway.
Only a small percentage opted for Social Sciences, Arts, and Sports pathways — reflecting both student preference and the school’s long-standing academic strengths.
Administrators report that no learning area has experienced significant operational challenges since rollout — a rare feat in the early stages of nationwide implementation.
Retooling Teachers Ahead of the Curve
Although learning materials have been supplied by the Kenya Institute of Curriculum Development (KICD), Senior School teacher retooling is yet to happen.
Rather than wait, the institution initiated its own internal teacher capacity-building programs.
“We could not afford to wait,” Owino explains. “We chose to retool our teachers internally to guarantee quality delivery from day one.”
The school’s diverse and highly motivated teaching staff has played a pivotal role in stabilising the transition.
CBE Transition Strains Infrastructure and Funding in the School
Despite being elevated from C2 to C1 status, the school has yet to receive significant infrastructural development support to match its expanded mandate.
In past transitions, institutions such as Kakamega School and Butere Girls High School benefited from structural upgrades.
St. Peter’s Mumias Boys now faces the dual challenge of increased enrollment and limited support for expansion.
Compounding the issue is stagnant capitation funding. The current fee structure was formulated in 2014, long before the sharp rise in commodity prices.
“In 2014, a bag of beans cost Ksh 7,000. Today it costs nearly Ksh 15,000. Feeding learners has become a serious challenge,” the principal notes.
Education stakeholders are now calling on relevant authorities to review capitation rates in line with current economic realities urgently.
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Even amid financial and infrastructural constraints, St. Peter’s Mumias Boys National School stands as a symbol of preparedness and institutional resilience.
With visionary leadership, empowered teachers, and a bold pioneer class, the institution appears determined not only to adapt to Competency-Based Education but to define its success.
As the senior school phase unfolds nationwide, all eyes may well turn to Mumias to see how one of Kenya’s academic giants writes its next chapter.
By Victor Ngecho
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