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The writer highlights concerns from schools about unusual academic, behavioural, and emotional instability among current Form Three learners, raising questions about possible adjustment challenges linked to transitions between the CBC/CBE and 8-4-4 education systems.
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She calls for evidence-based research by the Ministry of Education to determine the root causes and guide targeted interventions involving schools, parents, and guidance counsellors to support learners’ well-being and performance.
During a recent school resumption meeting at one of our national boys’ school, a concern repeatedly surfaced during the principal’s address. It is a concern that has also been echoed in several other institutions: the current Form Three class appears to be experiencing unusual levels of instability, presenting academic, behavioural, and emotional challenges that are causing concern among educators.
This observation raises an important question that deserves careful consideration rather than speculation: Could learners who experienced transitions between the Competency-Based Education (CBE/CBC) pathway and the 8-4-4 system be facing unique adjustment challenges? While there is currently no conclusive evidence establishing a direct link, the matter warrants thorough research by the Ministry of Education and other stakeholders.
The two systems were founded on different educational philosophies. The 8-4-4 system largely emphasized content mastery, examinations, and academic performance, while CBE focuses on competencies, practical skills, creativity, collaboration, and learner-centered instruction.
Learners exposed to differing expectations and approaches may experience challenges adapting to changing academic demands, particularly during adolescence- a period already characterized by significant cognitive, emotional, and social development.
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Developmental psychologist Jean Piaget emphasized that learning must align with a learner’s stage of development, while Lev Vygotsky argued that learners thrive when provided with appropriate guidance and support structures. These perspectives remind us that educational transitions should be carefully managed to safeguard learner well-being and success.
The concerns being raised by schools should therefore prompt reflection and investigation rather than blame. Parents, educators, and policymakers must resist the temptation to attribute every challenge to indiscipline.
It is possible that a combination of curriculum transitions, developmental pressures, social media influence, mental health concerns, family dynamics, and changing societal expectations may be contributing to the difficulties being observed.
The Ministry of Education should consider commissioning comprehensive research to establish the root causes of the challenges facing this cohort.
Sound policy decisions are best guided by evidence rather than assumptions. Understanding the experiences of these learners would enable targeted interventions that support both academic achievement and emotional well-being.
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Guidance and counseling departments have an especially important role to play during this period. Renowned psychologist Carl Rogers observed that meaningful growth occurs when individuals are understood and supported in a positive environment.
Learners require safe spaces where they can discuss their concerns, aspirations, frustrations, and uncertainties without fear of judgment. Effective guidance should focus not only on discipline but also on resilience, self-awareness, decision-making, and character formation.
Parents must also remain actively engaged in the upbringing of their children. Educational progress should not be measured solely by advancement from one class to another but by the development of responsible, emotionally stable, and morally grounded young people. Schools and families must work as partners in nurturing the whole child.
The Bible offers timeless wisdom in Galatians 6:9: “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.” This message speaks to the patience required by educators, parents, and learners as they navigate periods of uncertainty and change.
As a nation, we must listen carefully to the concerns emerging from our schools. If indeed there are unique challenges affecting the current Form Three cohort, they deserve serious study and thoughtful intervention.
Kenya’s future depends on producing a generation that is academically competent, emotionally resilient, morally grounded, and socially responsible. Through research, guidance, patience, and collaboration, we can ensure that no learner is left behind and that our education system continues to serve the best interests of the child and the nation.
By Astiba Kebongo
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