Kenya’s Competency-Based Curriculum (CBC) remains one of the most ambitious education reforms in recent memory. Designed to replace the entrenched 8-4-4 system, it seeks to shift learning from rote memorisation to mastery of competencies such as critical thinking, creativity, communication and problem-solving.
Nearly a decade after its phased rollout began, CBC stands at a crossroads-praised for its progressive vision but weighed down by persistent implementation gaps.
On the positive side, CBC has registered notable milestones. Government data shows that 97 per cent of learners who completed Grade Six in 2025 transitioned to Junior Secondary School (JSS) in 2026, signalling near-universal compliance with the new progression framework. This reflects growing uptake and institutional acceptance of the curriculum within the public education system.
The Ministry of Education and key stakeholders have also convened national and county-level dialogues to review CBC progress and address emerging challenges.
These forums have provided platforms for the Kenya I and the Kenya National Examinations Council to clarify reforms, refine transition guidelines and strengthen instructional support.
However, significant systemic challenges continue to strain implementation. Issues raised recently by education stakeholders in Bomet County-including acute teacher shortages, inadequate infrastructure and limited learning resources-mirror concerns across the country.
Thousands of teaching posts remain unfilled, while many schools lack Grade 9 classrooms required for the CBC transition. Teacher preparedness remains a critical weak link. Despite government recruitment drives and retraining programmes, many educators still lack sufficient skills in competency-based pedagogy, ICT integration and modern teaching approaches.
As a result, some revert to traditional methods that CBC was designed to move away from, undermining its core objectives.
Parents and communities have also expressed scepticism, compounded by policy oscillations and inconsistent directives, such as shifting positions on compulsory subjects like mathematics.
While critics argue that these execution flaws overshadow CBC’s vision, proponents maintain that large-scale reforms inevitably face friction.
As Kenya moves toward full transition to senior school, the curriculum’s success will depend on aligning ambition with operational reality through better resourcing, clearer policy signals and sustained capacity building.