Concerns over transition of Grade 9 learners to senior secondary school

Education stakeholders have raised a red flag on the government's preparedness to transition Grade 9 learners next year to the Senior Secondary School (SSS) under the Competency-Based Curriculum (CBC).

They have expressed concerns about the readiness of schools, teachers, and policy frameworks ahead of the transition of the pioneer cohort of CBC.

Key challenges have emerged that could impact the process ranging from inadequate infrastructure to uncertainties surrounding the implementation of academic pathways.

School heads point one major hurdle as the lack of clarity on how schools will be mapped to different academic pathways.

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Despite the government's assurance that every district will have at least one school offering all pathways, stakeholders indicate that they have not received clear communication on which schools will specialize in which disciplines.

“Schools have not been mapped. However, if they have, then we are yet to be communicated to,” said Buruburu Girls’ School Principal Stella Wambua.

“However, we still have time, and as long as we are provided with the curriculum design, then we will be ready to go.”

Similarly, a teacher at Maryhill Girls' High School shared the same sentiment.

“So far, we have not been informed which pathway we are supposed to host. We are waiting for that information,” she said.

Another teacher in Machakos County said, that while the Ministry of Education has assured that available resources will cater to the needs of the first cohort of Grade 10 learners, she remains skeptical about the readiness of infrastructure, particularly boarding facilities.

“Depending on the numbers, dorms may be stretched if there is over-enrollment,” noted a teacher. “We need to be retooled before then on how to handle the curriculum,” she stated.

The delay in finalizing the curriculum raises concerns about whether schools will have enough time to prepare adequately before implementation.

Students currently in Grade 8 will be required to select their areas of specialization in Grade 9, choosing from three broad pathways: Science, Technology, Engineering, and Mathematics (STEM); Arts and Sports Science; and Social Sciences. Each of these pathways will have specific subject tracks to cater to learners' interests and competencies.

The government has been assessing classrooms and laboratories, with plans to share resources between secondary schools and nearby technical and vocational training institutions.

However, the full extent of infrastructural adjustments remains unclear.

Another key issue is the training and retooling of teachers to effectively deliver the CBC curriculum.

Although junior school principals and teachers have undergone training, concerns persist about the preparedness of senior school educators.

Prof. Egara Kabagi of Machakos University highlighted that, unlike the transition to Junior Secondary School (JSS), senior schools already have subject-specialized teachers.

“Secondary schools can at least say they have human resource and infrastructure to accommodate the students in less than a year as opposed to what happened with the JSS,” he said.

However, he raised concerns about how this selection process will be managed, with the government planning to conduct trial simulations before full implementation.

“How will content teachers be transformed for the new pathways? What criteria will you use to select the pathways?” he questioned.

Teachers Service Commission (TSC) Chief Executive Officer Dr Nancy Macharia said the commission has been conducting capacity-building sessions, but stakeholders insist on more comprehensive in-service training.

“After recruitment of the teachers, the government has embarked on retooling of the teachers. Our teachers are very well trained, our teachers adapt to change, so the Commission was given money to retool the teachers in Competency Based Curriculum, Competency Based Assessment to adopt the new system,” she said.

She said TSC celebrates the teachers who have embraced implementation of CBC and are tirelessly assisting the Kenyan learners to acquire the requires core competencies and values.

However, the Kenya Institute of Curriculum Development (KICD) Director, Prof. Charles Ong’ondo is still working on the curriculum that will guide Grade 10 learners.

“We have prepared Curriculum Designs for Grade 10 and will be evaluating Grade 10 books in April. The curriculum designs and books will be distributed in the second and third term,” said Prof Ong’ondo.

Last week, KICD advertised proposals for learning materials under the Competency-Based Curriculum (CBC) for senior secondary education.

He said interested publishers have to submit their proposals, with the final approval process expected to be completed by April 2, 2025.

The submissions, which will undergo evaluation and approval, aim to enhance the quality of education for learners in Grades 10 to 12.

The requested materials include textbooks, workbooks, teacher’s guides, and other learning aids that support complex concepts, preparing students for further education and careers. Additionally, literary texts for Grades 10 to 12 are part of the submission requirements.

Prof. Ong'ondo said the institute has provided submission, evaluation, and approval guidelines on its website for reference.

"Publishers are therefore invited to submit proposals of suitable materials to KICD in accordance with the requirements and timetable established in the procedures," said Prof Ong'ondo.

Basic Education Principal Secretary Dr. Belio Kipsang emphasized that students will be placed based on pathways rather than schools.

“The placement that we shall have in Grade 10, the focus will be seeing the child saying where can I get the STEM pathway, where can I get sports and creative arts, where will I get social sciences,” said Dr. Kipsang.

“So, you first look at your pathway before you look at the school because the pathway will lead you to where you will get what you want.”