Parents worry as 8-4-4 learners face neglect amid CBE transition

It is back-to-school, with parents crowding bookshops and uniform stores and hawkers cashing in on last-minute stationery sales.

But at Green Park Bus Terminus in Nairobi, beyond the familiar January rush, anxiety hangs heavy.

Many parents watching their children board school buses say the usual first-day nerves are compounded by a deeper worry, their sons and daughters belong to the final cohorts under the 8-4-4 system, an education model Kenya is rapidly phasing out.

As the Competency-Based Education (CBE) takes full hold nationwide, parents welcome the shift but fear that the 8-4-4 learners are being sidelined, receiving less attention from schools and policymakers at a critical stage of their education.

“We feel forgotten,” says a mother of a Form Three boy. “The focus is on CBC students. Teachers, the Ministry, everyone is talking about CBE. But we still have Form Threes and Form Fours under 8-4-4. This is the most important stage for them.”

Speaking on condition of anonymity, the parent said conversations from the December holidays through reopening day have largely ignored the needs of the remaining 8-4-4 learners. “It feels like they want to phase us out quietly. Yet these children still need support, resources, and motivation.”

Her concerns are echoed by several parents at the terminus, many of whom say academic performance among the last 8-4-4 cohorts has declined. Some blame divided attention in schools, as teachers juggle two curricula. Others point to uncertainty about examinations, revision support and post-secondary transition.

“Results have gone down,” the mother says. “Teachers are concentrating more on CBE. Parents are transferring children, looking for schools where their children will still be taken seriously.”

Indeed, transfer rates appear to be rising as parents seek institutions perceived to be academically stable. For some, the fear is that once the 8-4-4 system is officially retired, its last candidates may be remembered only by their results without context of the disruption they faced.

Robert Ndegwa is among parents navigating both worlds. One of his children is in Form Four under the 8-4-4 system, while another is enrolled in CBE. Standing outside the school bus bound for Nakuru, he describes a big contrast in engagement.

“With CBE, parents, teachers and students are very involved,” he says. “You are constantly participating. But with 8-4-4, it feels like the responsibility is mostly on the student and the parent checking on performance.”

Ndegwa believes the government’s focus has shifted decisively. “It’s clear CBE is where the energy is. For 8-4-4, it feels like they want to phase it out and be done with it.”

Yet, he is not entirely critical of CBE. He acknowledges its intention to identify talent early and accommodate diverse abilities. “Not everyone is meant to be exam-oriented. Some are artists, others are good in science or sports. CBE allows that.”

Still, he admits the system is demanding especially on parents. “It is very complicated. Sometimes the assignments require parents to stop working and help make things or source materials. It is time-consuming.”

Beyond curriculum concerns, parents are grappling with rising education costs. Ndegwa estimates he spent between Sh60,000 and Sh80,000 to prepare his son joining Form One earlier, while CBE-related expenses are ongoing and unpredictable.“With CBE, it’s not just money. It’s time. You have to be involved constantly,” he says.

At Text Book Center in Nairobi’s Central Business District, Joseph Chala is shopping for his Grade Five and Grade Two children. He says while costs have not drastically changed from last year, the burden remains heavy. “Books are expensive,” he says. “Every January, parents brace themselves. Under CBE, you buy new books almost every year. You can’t reuse books like before.” Chala believes the government has shifted the burden of education almost entirely to parents. “During our time, the government provided textbooks. Now parents are expected to do everything books, stationery, sometimes even learning materials.”

He estimates spending about Sh20,000 on books per child, in addition to school fees of about Sh40,000, excluding transport and uniforms.

Teachers acknowledge the anxiety, but say the challenges facing learners extend beyond curriculum changes.

David Kagwamba, a History and CRE teacher at Arnesta Boys High School in Lanet, Nakuru County, says parents’ economic struggles are affecting learners’ focus.

“Many families are struggling financially,” he says. “Some students come to school hungry or stressed by domestic issues. That affects concentration.”

He also points to changes in students’ behaviour during holidays. “Parents go to work early and return late. Students are left alone or with domestic workers. Some spend too much time on social media, watching football or inappropriate content instead of studying.”

At Green Park Terminus, Kagwamba observed students rushing to complete holiday assignments moments before boarding buses. “It shows the challenge parents are facing at home.”

On claims that the government is prioritising CBE at the expense of 8-4-4, Kagwamba says the transition has created confusion, especially among parents.