Parents in Meteitei Location, Tinderet Sub-County, have raised concern over the rising cost of education under the Competency-Based Education (CBE) system as schools resume for the second term calendar.
As learners report back to school, many families have described the exercise as financially draining, citing the high cost of learning materials and multiple school levies.
Early in the morning, pupils in uniform could be seen trekking along village roads and boarding motorbikes to various schools across the location.
While the scenes reflected a sense of excitement among learners eager to resume classes, their parents carried a different mood, one marked by stress and uncertainty over how to sustain the demands of the new curriculum.
Parents at the Maraba trading centre in Tinderet Sub County, as they waited to take children to school, said the list of requirements issued by schools has grown significantly under CBE, forcing them to dig deeper into their pockets each term.
Beyond the usual textbooks, they are now required to purchase materials such as charts, drawing books, clay, manila paper, and other items used in practical learning.
“For this term alone, I have spent more than Sh8,000 on one child. That includes books, materials, and school levies. I have three children, and it’s becoming impossible to manage,” said Jackson Kibet, a parent from Kapkoros village.
Many households in the area rely on small-scale farming, particularly maize and dairy farming, which parents say has not been profitable due to fluctuating prices and unpredictable weather patterns.
This, coupled with the rising cost of basic commodities, has made it difficult for families to meet school-related expenses.
Esther Jepchirchir, a guardian raising two school-going children, said she was forced to seek financial help from relatives to send the children back to school.
“The requirements are too many. You buy items today, and tomorrow the school asks for something else. It’s overwhelming,” she said.
In addition to learning materials, parents have raised concerns over what they describe as “hidden levies” imposed by schools.
These include charges for exams, remedial classes, co-curricular activities, and development projects. While some schools defend the charges as necessary for smooth operations, parents argue that they are excessive and poorly communicated.
“We are not refusing to support schools, but the charges are too many and sometimes unclear. You pay without knowing exactly what the money is meant for,” said David Kiptoo, another parent.
School administrators acknowledge the challenges but insist that they are operating under difficult conditions.
A head teacher at a local primary school noted that the government capitation is often insufficient to fully support the requirements of CBE, leaving schools with little option but to seek additional funds.
“The curriculum requires practical teaching, which means more materials and resources. Without enough funding, it becomes difficult to implement it effectively,” the head teacher said.
Teachers in the area also echoed similar sentiments, pointing out that the success of CBE largely depends on the availability of learning materials.
They warned that without adequate support, both learners and teachers could struggle to meet the curriculum’s expectations.
“We are doing our best, but the lack of materials affects the quality of learning. Some learners come without the required items, and it limits their participation,” said a Grade Five teacher in Meteitei.
Despite the financial strain, some parents expressed support for the objectives of CBE, noting that it promotes creativity and practical skills among learners.
However, they called on the government to step in and ease the burden on families, especially in rural areas.
“I can see my child becoming more innovative, but the cost is too high. The government should provide more support, especially with learning materials,” said Mercy Chebet, a mother of two.
Education stakeholders in the sub-county have also raised concerns about the sustainability of the system if the current challenges are not addressed.
They are calling for increased funding to public schools, regulation of school levies, and the provision of standardised learning materials to reduce costs.
A local education officer noted that while the transition to CBE is necessary, there is a need for better planning and support mechanisms. “We must ensure that no child is disadvantaged because of financial constraints. Education should be accessible to all,” he said.
As the second term begins, the situation in Meteitei reflects a broader national concern over the cost of education under the new system. While the goals of CBE are widely acknowledged, the burden placed on parents continues to spark debate.
For many families in this rural setting, the joy of seeing their children return to school is tempered by the harsh reality of financial hardship. As classrooms fill up and lessons resume, parents are left hoping that authorities will take decisive steps to make education more affordable and sustainable.
By Sammy Mwibanda
