Senior school transition exposes deep fault lines in Kenya’s education reforms

Kenya’s long-awaited transition of grade 10 learners into senior school has laid bare the structural weaknesses that continue to plague the Competency-Based Education (CBE) system, turning what was meant to be a celebratory milestone into a national stress test.

As 1.13 million pioneer learners report to senior schools this term, the education sector is grappling with unresolved questions around equity, preparedness and sustainability.

From overcrowded classrooms and teacher shortages to unequal access to learning pathways, the rollout has exposed gaps that years of policy planning failed to seal.

The classification of senior schools into C1, C2, C3 and C4 categories has intensified anxiety among parents and learners with placement outcomes increasingly defining future opportunities.

Former national schools, now classified as C1 institutions, continue to dominate demand due to their ability to offer all three pathways—STEM, Social Sciences and Arts and Sports—while many lower-tier schools lack the facilities to support pathway-based learning.

This imbalance has fuelled a scramble for limited slots in top schools, with more than 350,000 learners seeking placement reviews.

The Ministry of Education’s decision to open a short revision window has done little to calm nerves, especially for parents in rural and marginalised regions where school choices are limited by infrastructure deficits.

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At the centre of the crisis is a glaring lack of readiness. Thousands of schools are operating without the specialised laboratories, ICT rooms, workshops and sports facilities required under the CBE framework.

Education stakeholders warn that without urgent investment, senior school risks becoming a theoretical reform rather than a practical reality.

Teacher shortages have further strained the system. Schools are expected to deliver specialised pathways yet many lack adequately trained teachers, particularly in STEM and creative arts.

Principals argue that existing staffing levels were designed for the old 8-4-4 system and are ill-suited for the demands of CBE.

Although the government has released Ksh44 billion in capitation funds for term one, school heads maintain that the financing model is outdated, and the fund is not enough to cover the large deficit in schools.

Capitation rates and boarding fees were last reviewed in 2014 and no longer match current operational costs amid inflation and rising utility expenses.

Education Cabinet Secretary Julius Ogamba has warned school administrators against imposing illegal levies, insisting that public funds must be used prudently.

However, parents counter that hidden costs for lunch, infrastructure and learning materials continue to surface, pushing many families to the brink.

As Kenya steps into the final phase of CBE implementation, education experts caution that without bold corrective action—particularly in funding, infrastructure and teacher deployment—the senior school transition risks deepening inequality rather than delivering the promised learner-centred revolution.

By Philip Koech