The Centre for Mathematics, Science and Technology Education in Africa has raised concerns over gaps in the implementation of the Competency-Based Education (CBE) STEM pathway in senior schools, following findings from a baseline study conducted across 20 schools countrywide.
Speaking at a workshop for In-Service Education and Training (INSET) Centre Principals and County Trainers held in Karen, Nairobi, CEMASTEA Deputy Head of Research and Innovation Clotilda Nyongesa said the study focused on the implementation of STEM subjects, including mathematics, biology, chemistry, physics and technical pathway subjects in senior schools.
According to the findings, there is overwhelming support for STEM among learners and teachers, with 96 per cent of learners expressing interest in pursuing STEM-related careers.
A majority of teachers also view the curriculum positively, with 85 per cent saying CBE enhances learner engagement, 83 per cent noting it promotes problem-solving skills, and 80 per cent reporting confidence in implementing STEM under the competency-based framework.
Despite this strong buy-in, the report indicates that implementation capacity remains a major challenge. It notes that while perceptions are positive, classroom practice often falls short of CBE expectations.
The transition towards learner-centered pedagogy is ongoing, with 85 percent of teachers reporting use of group work, 78 percent applying learner-centered approaches, and 95 percent of learners reporting active participation.
However, observations show only 45 percent of lessons are truly learner-centred, indicating a significant gap between policy and practice.
The gaps are attributed to inadequate laboratories or specialised rooms, limited textbooks and ICT tools, restricted and unscheduled access to available facilities, predominantly teacher-directed use of resources, and limited opportunities for learner experimentation, where demonstrations often replace hands-on learning.
“Laboratories, textbooks and other instructional materials are often inadequate, inequitably distributed or underutilised, with access to available facilities frequently restricted and unscheduled,” she said.
Nyongesa noted that the assessment collected views from teachers, learners and school heads to determine whether classroom practice aligns with CBE policy requirements.
“We went to 20 schools around the country and collected data on teachers’ and learners’ perceptions regarding the implementation of CBE in senior schools. We also examined whether available resources support STEM learning and engaged institutional heads to understand their role in supporting pedagogy,” she said.
She said the findings revealed strong interest in STEM among learners, with many schools recording high numbers of students opting for the pathway, but cautioned that positive perception does not always translate into effective classroom practice.
“Learners are very excited, and the numbers taking STEM are high in many schools. STEM has been highly embraced,” she said.
However, classroom observations showed significant gaps in implementation. “When we went into classrooms, we found that not even half of the lessons reflected full implementation of CBE requirements,” she said, adding that more support is needed to strengthen learner-centered teaching practices.
Nyongesa pointed to weaknesses in lesson preparation, noting that key documents such as Schemes of work and Lesson plans were often missing or not aligned to CBE standards. “Good teaching begins with preparation. Where preparation is not adequate, delivery is also affected,” she said.
On school leadership, she said the study found a gap between policy compliance and instructional leadership, with some institutions focusing on meeting requirements without actively supporting classroom practice.
“There is leadership for compliance rather than instructional leadership that goes into classrooms to support teachers,” she said.
While 85.7 per cent of heads of institutions reported that teachers are implementing CBE, only 25.6 per cent of teachers said school leadership provides meaningful support for classroom pedagogy, suggesting that most leadership efforts remain focused on compliance-oriented rather than classroom pedagogy-focused. This points to the need to shift from compliance monitoring to instructional mentorship and teacher capacity building.
She also raised concerns over resource constraints, noting that teaching and learning materials are inadequate in many schools, while available resources are underutilised even where they exist.
Nyongesa said although 68 per cent of learners reported having equitable access to learning resources, a notable 41 per cent said they had never used digital tools in STEM learning, highlighting gaps in both availability and effective use of ICT in classrooms.
The Study further highlights that the use of resources remains largely teacher-directed, limiting meaningful learner engagement, while opportunities for experimentation are minimal as demonstrations increasingly replace hands-on learning.
Nyongesa added that in some schools, ICT facilities exist but are not effectively integrated into teaching, while in others, textbooks have either not reached learners or are insufficiently distributed.
The findings further show that in many schools, practical lessons are not conducted regularly, and opportunities for learner experimentation remain limited, undermining the competency-based approach that emphasises hands-on and inquiry-based learning.
Nyongesa pointed out that the teaching in schools continues to rely on traditional teaching methods, which further hinders efforts to implement learner-centred pedagogy, as many teachers continue to make limited use of formative assessment strategies for and as learning.
“The traditional teaching methods such as note dictation are still prevalent, while group work is sometimes poorly facilitated, leaving learners with minimal guidance,” she said.
She further noted growing collaboration with universities, saying some higher learning institutions are already seeking alignment with CBE principles to ensure continuity in training future teachers.
“I have found universities coming to find out what we are doing so that they can infuse CBE principles into pre-service training,” she said.
She also called for stronger parental engagement, saying parents require more sensitisation to support learners in making informed subject and career choices.
According to the report, while Kenya has made significant progress in embracing STEM under the competency-based curriculum, the main challenge lies in translating policy into effective classroom practice.
She expressed optimism, noting that education stakeholders in Kenya will use the report as a precursor to addressing gaps in STEM implementation in schools and to assess the country’s readiness to implement STEM effectively.
“I want to believe we are ready. It is about harnessing our energies and focusing on doing the right things in the classroom,” she said.
By Ian Chepkuto
