Education stakeholders criticise CBC reforms, claim they were rushed
Education
By
Mike Kihaki
| Apr 30, 2025
For nearly a decade, Kenya's education system has undergone a whirlwind of reforms, leaving teachers, students, and parents in a constant state of uncertainty.
From the shift from 8-4-4 to Competency-Based Curriculum (CBC), and now to Competency-Based Education (CBE), stakeholders say the sector has suffered from confusion and top-down decisions made with little consultation or clarity.
Speaking on Spice on Wednesday, April 30, Kenya Teachers in Hardship and Arid Areas Welfare Association (KETHAWA) secretary Ndung'u Wangenye, stated: “We’ve played guinea pigs with our children. This is the first time we have had a proper dialogue after nine years. Previously, decisions were bulldozed down from the top."
According to him, while CBC was introduced in 2017 under the then Education CS Fred Matiang’i, it promised a more holistic and skills-based approach. However, it was rushed.
“Matiang’i brought a lot of reforms, yes, but he never consulted anyone. Then Magoha came and escalated the mess,” added Wangenye.
Ndung'u Wangenye: The idea of changing the curriculum from CBC to 8-4-4 was there. Along the way is where we started having other challenges.#RIPKwach #TheSpiceDrive #TheSituationRoom
Follow our live conversation on YouTube: https://t.co/5AkJsw3zgw pic.twitter.com/92arvASu3tREAD MORE
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— SpiceFM (@SpiceFMKE) April 30, 2025
Wangenye’s sentiments follow concerns about back-and-forth decisions within the Ministry of Education.
Last month, an initial proposal to make mathematics optional sparked national outrage, forcing Education Cabinet Secretary Julius Ogamba to reverse course.
Previously, the government had invested in infrastructure to host Junior Secondary Schools (JSS) in high schools. However, that plan was later reversed following a recommendation by the Presidential Working Party on Education Reforms (PWPER) to domicile JSS in primary schools, leaving secondary school facilities idle.
According to Wangenye, “We are now rushing to complete classrooms in primary schools when we already have ready facilities. It’s a crisis born of poor planning and lack of stakeholder engagement.”
Teachers are also struggling to cope. Despite over 450,000 being retooled to align with CBE, thousands of classrooms remain understaffed.
According to Martin Munene, a teacher in Kiambu County, the grading structure has caused widespread confusion.
“Parents want to understand the transition mechanism,” said Prof. Charles Ong’ondo. “It’s not just about curriculum delivery; it's about predictability and trust.”
Assessment methods have also changed.
Unlike the familiar four-point rubric—exceeding, meeting, approaching, and below expectation—the Kenya National Examinations Council (KNEC) has introduced an eight-point Achievement Level system, ranging from AL1 (1–10 marks) to AL8 (90–99 marks).
Despite the turbulence, Higher Education Principal Secretary Dr Beatrice Inyangala remains optimistic.
According to her, “CBE is the best education that a nation can offer its children. CBE teaches from the heart, head, and hands. We will produce holistic graduates who can think critically, innovate, and adapt in an ever-revolving economy.”
But for many, this vision feels far removed from the daily reality.