THE CBC DILEMMA IN KENYA

When the kenyan government inroduced the Competency-Based Curriculum (CBC) in 2017, it was hailed as a transformative shift from the exam-oriented 8-4-4 system to a more flexible and practical model of education. Eight years on, CBC has become a subject of national debate, praised by some as progressive and condemned by others as chaotic.

The CBC aims to develop learners’ compentencies through a 2-6-3-3-3 system, two years in pre-primary, six in primary, three in junior secondary, three in senior secondary and three in tertiary education. The shift focuses on nurturing learners’ talents, critical thinking, collaboration, communication and problem-solving abilities. “We are training learners to be not just good students, but good citizens,” said Dr.Julius Jwan, a former education principal Secretary.

Unlike the 8-4-4 system, which emphasized memorization and national exams, CBC uses continuous assessment and practical tasks to evaluate learners. Children are exposed to art, agriculture, home science, music and ICT from an early age.

Despite its normal intentions, the rollout of CBC has faced significant criticism particularly from parents and teachers. “I feel like am the one attending school,” remarked Caroline M, a parent from Kisii. “Everyday, i’m either buying materials or helping with elaborate homework projects.”

This sentiment is echoed across the country, especially in lower-income households, where the cost of CBC materials poses a burden. Assignments often require resources such as manila paper, modeling clay or even food items, forcing some parents to spend more than they can afford.

Teachers on the other hand complain of being overwhelmed. Many say they were not adequately trained and are now juggling both teaching and constant assessment of each learner’s individual progress.

A particularly controversial issue has been the transition to junior secondary school, parents have expressed confusion and concern over where their children should be placed, what facilities are available and whether the system is truly ready. Infrastructure remains a problem, with many public schools lacking science labs, libraries or enough classrooms.

Education experts note that CBC is a long-term system that requires sustained investment, patience and flexibility. While the current frustrations are valid, many believe the curriculum has the potential to empower future generations with life skills that the 8-4-4 system failed to deliver.

As Kenya continues to navigate the path of education reform, the CBC stands as both a challenge and an opportunity. Its success will not be determined by policy alone, but by the collective efforts of teachers, parents, learners and the government. With the right support, clear communication and inclusive planning, CBC can evolve into more than just a curriculum, it can become a foundation for a more empowered and innovative generation.

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BY: FALARY MUTETHYA

John

The author is an experienced radio journalist and media manager.