Transition to Senior School Begins Amid CBE Implementation Challenges

Kenya’s education system has reached a historic moment as 1.13 million learners formally transition to senior school under the Competency-Based Education (CBE) curriculum.

The move marks a major milestone in the country’s long-running education reforms, shifting learning from an exam-centered model to one focused on skills, talents, and learner interests.

However, as celebrations accompany the rollout, significant challenges threaten to slow effective implementation.The transition sees learners joining senior schools across three pathways: Science, Technology, Engineering and Mathematics (STEM); Social Sciences; and Arts and Sports. Education officials say the new structure is designed to nurture individual abilities while aligning learning with career pathways and national development goals.

Parents and learners have largely welcomed the shift, viewing it as an opportunity for a more inclusive and practical education system.Despite this optimism, schools are grappling with acute teacher shortages.

The Teachers Service Commission (TSC) has acknowledged gaps in staffing, particularly for specialized subjects required under the new pathways.

Many schools lack adequately trained teachers to handle emerging subjects, raising concerns about workload strain and the quality of instruction during the initial phase of implementation.Equally pressing is the shortage of learning materials.

Textbooks for senior school learners are still being printed and distributed, with many institutions expected to begin lessons without sufficient books. The delay has forced schools to rely on shared materials and improvised teaching methods, potentially affecting smooth curriculum delivery.

Education stakeholders have warned that prolonged shortages could widen learning disparities between well-resourced and disadvantaged schools.Infrastructure challenges further complicate the transition.

Several schools lack science laboratories, workshops, and creative spaces essential for hands-on learning under CBE. While the government has committed funds for classroom and laboratory construction, many institutions say the pace of development has not matched the urgency of the rollout.Administrative concerns have also emerged, particularly around learner placement.

Some parents have raised complaints about placement errors and long distances between home and school, prompting calls for a more transparent and responsive placement system.The Ministry of Education has assured the public that measures are underway to address the challenges.

These include accelerated teacher recruitment and retraining, fast-tracked textbook distribution, and increased funding for infrastructure development.As the first cohort settles into senior school, education experts emphasize that sustained investment, coordination, and oversight will be critical to ensure the CBE transition delivers on its promise of equitable, skills-based education for all learners.