Why International Schools are stealing the spotlight from CBE

Education in Kenya has evolved far beyond memorizing facts; it has become a gateway to opportunity, prestige, and global competitiveness. When the Competency-Based Education (CBE) was introduced, it promised a revolutionary shift: moving learners away from rote memorization toward practical skills, critical thinking, creativity, and holistic development. Parents, teachers, and policymakers alike envisioned a system capable of nurturing learners who are ready for the challenges of the 21st century.

Yet, in recent years, a significant trend has emerged: an increasing number of parents are withdrawing their children from CBE schools and enrolling them in international curricula such as Cambridge IGCSE, the International Baccalaureate (IB), or American and British educational systems. This trend raises questions about perceptions, implementation, and long-term outcomes of CBE. Why, despite its innovative and well-intentioned design, are some parents losing confidence in the system?

At the heart of this shift is the perceived quality and global recognition of international curricula. These programs are widely regarded as rigorous, structured, and universally recognized by universities and employers. Parents see them as a safer bet for their children’s future, particularly if the goal is to pursue education abroad or access scholarships. In comparison, CBE is relatively new and still unfamiliar to many. Its competency-based model emphasizes continuous assessment, mastery of skills, projects, and practical learning rather than traditional exams. While these methods are progressive and educationally sound, they do not always provide the immediate, tangible validation that many parents seek. For parents focused on global opportunities, international curricula offer clear pathways to measurable results, making them appear more reliable and goal-oriented.

CBE’s reduced emphasis on examinations has been both a strength and a source of concern. Continuous assessment enables teachers to monitor progress and nurture creativity, problem-solving, and practical skills. However, parents often interpret the lack of high-stakes exams as a risk. Questions arise: How will my child compare to peers nationally or internationally? Will universities understand the competencies acquired under CBE? In contrast, international curricula provide standardized exams, clear grading systems, and globally recognized certificates. This gives parents reassurance that their child’s achievements are quantifiable and comparable, reducing uncertainty about their academic competitiveness.

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Practical considerations also influence parental decisions. Transitioning from CBE to secondary schools, universities, or institutions abroad can be challenging due to misaligned assessment styles and learning expectations. Students accustomed to competency-based learning may need time to adapt to examination-driven environments or rigid grading systems, creating gaps that parents seek to avoid. International curricula, by design, align more closely with global academic standards, offering students a predictable and smooth educational trajectory. Parents who prioritize higher education abroad often view this predictability as essential for securing scholarships and university placements.

Teacher preparedness and school readiness are critical in shaping parental confidence. Successful implementation of CBE requires well-trained educators who can design practical lessons, facilitate group work, and provide continuous, meaningful feedback. In some schools, especially those in rural or under-resourced areas, teachers are still adapting to the system. This has led to uneven learning experiences, inconsistent lesson delivery, and confusion over assessment criteria. Parents, observing these gaps, often lose confidence in the system. International schools, in comparison, usually guarantee highly trained teachers, structured lesson plans, and clearly measurable outcomes. This reliability strengthens their appeal to parents seeking both quality and accountability.

Education today is seen not just as knowledge acquisition but as a strategic investment with long-term returns. Parents are aware that the curriculum their child follows can determine university acceptance, scholarship eligibility, and career opportunities. International curricula are seen as providing competitive advantages because they offer structured pathways that resonate with universities worldwide. While CBE develops essential skills like problem-solving, creativity, and adaptability, its benefits are long-term and less immediately measurable. For parents seeking clear, demonstrable outcomes, international curricula appear to offer a more secure return on investment.

Social influence and peer dynamics also play a subtle but significant role. In urban and cosmopolitan areas, the movement of children to international schools creates a trend that other parents feel compelled to follow. Choosing an international school is often perceived as a status symbol, signaling affluence, foresight, and a commitment to preparing children for global opportunities. Even parents who appreciate the merits of CBE may feel pressured to conform to these expectations, making international education not just an academic decision but also a social one.

The perception of academic rigor is another factor shaping parental decisions. CBE’s reduced focus on exams is sometimes misinterpreted as less demanding or academically lenient. Parents accustomed to traditional, examination-centered learning may worry that their children are not being sufficiently challenged. International curricula, with structured syllabi, regular assessments, and documented benchmarks, appear more rigorous. This perception, whether entirely accurate or not, reinforces the preference for international programs among parents who equate rigorous academics with better long-term prospects.

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Marketing, branding, and school reputation further contribute to this trend. International schools often showcase alumni success stories, global partnerships, and excellence in extracurricular activities, reinforcing their perceived value. CBE schools, while part of a nationally mandated reform, often struggle with visibility and public recognition, making them appear less prestigious or experimental. Parents are naturally drawn to institutions that symbolize success, opportunity, and safety, adding to the momentum toward international curricula.

Financial considerations, surprisingly, are often secondary for many parents. Despite higher tuition fees, international education is viewed as a strategic investment. Parents are willing to pay a premium for perceived returns in terms of university access, scholarships, and career pathways. Low-fee CBE schools, while delivering quality education, cannot always compete in perception, as parents focus on measurable outcomes and global recognition. For those who can afford it, international curricula are not just educational choices—they are investments in their children’s future and social positioning.

It is crucial to recognize that CBE is not inherently inferior. Its learner-centered design focuses on producing competent, adaptable, and critical thinkers capable of thriving in diverse environments. The challenge lies primarily in perception, communication, and uneven implementation. Many parents have yet to see tangible results comparable to international curricula. Bridging this gap requires robust teacher training, consistent implementation, and effective communication of outcomes. Showcasing successful alumni, national and international achievements, and clear demonstrations of skill mastery could gradually shift perceptions in favor of CBE.

The trend of parents moving away from CBE toward international curricula reflects aspirations, anxieties, and social pressures rather than outright rejection of the system. Parents are motivated by global recognition, measurable academic outcomes, social prestige, university readiness, and a desire to secure the best possible opportunities for their children. While CBE offers a forward-thinking, skills-oriented approach, its success depends on effective execution, teacher preparedness, and visible evidence of outcomes that resonate with both local and international standards.

The challenge for Kenya’s education system is clear: CBE must demonstrate that competency-based learning can be globally recognized, respected, and successful. It must prove that students who learn through practical, skills-focused methods can thrive academically, socially, and professionally—both locally and internationally. Only then will parents view it not as an alternative but as a superior pathway, capable of delivering the holistic development and global opportunities they seek for their children.

Parents are not rejecting CBE because it lacks value—they are seeking assurance, recognition, and results in a world where education is increasingly tied to opportunity and competition. For CBE to retain its place, it must combine its innovative, skills-based approach with tangible, measurable outcomes that satisfy parental expectations, meet global standards, and reinforce confidence in Kenya’s transformative vision for education.

By Hillary Muhalya