The Competence-Based Education system could become one of the most transformative reforms in Kenya’s education sector if properly implemented, stakeholders in Tinderet Sub County have said.
Education experts, parents, teachers and community leaders observed that despite the confusion and logistical challenges witnessed since the introduction of the system about a decade ago, every effort should be made to ensure it is successfully implemented.
Education consultant David Kipruto said the curriculum itself was designed with progressive intentions aimed at equipping learners with practical competencies, creativity and critical thinking skills suited for the modern world.
He however argued that the implementation process moved too quickly before schools, teachers and parents were fully prepared.
“CBE is not entirely a bad system because it seeks to nurture talents and practical abilities among learners unlike the previous exam-oriented structure. The major challenge is that it was rushed through before adequate infrastructure, training and awareness were put in place,” said Kipruto.
He added that many schools in rural areas within Tinderet continue to struggle with shortages of classrooms, laboratories, workshops and digital learning facilities required under the new structure.
According to him, the government now has a responsibility to ensure the system succeeds because the future of learners is already tied to it.
“The time for excuses is over because these learners are already progressing through the system. Authorities must now focus on ensuring smooth implementation of the system,” he said.
A parents’ representative Beatrice Chemutai from Songhor-soba ward noted that many families initially developed resistance towards the programme due to inadequate civic education and confusion surrounding assessments, projects and pathway selection.
She however maintained that the country has already gone too far with the programme to reverse course.
“We cannot continue debating whether the system should exist or not while children are already inside classrooms following it. The focus should shift to improving facilities, supporting teachers and guiding parents properly,” said Chemutai.
She observed that many parents in the area are struggling financially to meet the demands associated with projects, internet access and learning materials under the new curriculum.
Senior teacher Stephen Koech lamented that educators were introduced to an entirely new teaching approach within a short period, forcing many teachers to adapt while handling overcrowded classrooms and limited resources.
He said teachers require further training and adequate staffing if the system is to achieve its intended objectives.
“Teachers are expected to handle continuous assessments, practical learning and learner-centred approaches yet some schools are understaffed and poorly equipped. Without proper support, implementation becomes extremely difficult,” said Koech.
Community elder Elijah Sang warned that rural learners risk being disadvantaged if the government fails to ensure equitable distribution of resources across the country.
He argued that schools in areas such as Tinderet should receive the same level of support enjoyed by institutions in urban centres.
“If the government truly believes every child deserves equal opportunity, then schools in rural communities must also get laboratories, workshops and ICT infrastructure. Otherwise the gap between urban and rural learners will continue widening,” said Sang.
Youth mentor Sharon Jelagat said one of the strongest aspects of the new education model is its recognition of diverse talents beyond academics.
She explained that many learners who previously struggled under the old system are now showing strengths in sports, arts, agriculture, communication and technical skills.
“This system can produce innovators, entrepreneurs and skilled workers if properly implemented. The problem is not necessarily the curriculum itself but inadequate preparation and weak execution,” said Jelagat.
Education activist Miriam Jerono noted that the pioneer learners under the system should not suffer due to policy inconsistency and delayed planning by authorities.
She challenged policymakers and education officials to urgently address infrastructure gaps and teacher shortages before the transition to higher learning levels becomes more complicated.
“These children did not create the system themselves. Adults introduced it and therefore adults must ensure it works effectively. Their future depends on decisions being made now,” said Jerono.
Local stakeholders further expressed concern over inadequate communication regarding subject pathways and career guidance under senior school transition, saying many parents and learners in rural communities still do not fully understand the available pathways.
They called on education officials to continue public sensitization programmes to help parents and learners make informed decisions.
The stakeholders now maintain that while the Competence-Based Education system may have been hurriedly introduced, the country can still salvage and strengthen it through increased investment in infrastructure, proper teacher training, adequate staffing and sustained collaboration between the government, schools, parents and local communities.
They warned that failure to urgently address the existing gaps could compromise the future of thousands of learners whose academic journey now entirely depends on the successful implementation of the system.
By Sammy Mwibanda
