Kenya on Monday marked a historic milestone as about 1.13 million pioneer Grade 10 learners under the Competency-Based Education (CBE) system — widely known as Competency-Based Curriculum (CBC) — reported to senior secondary schools, beginning specialised pathway learning.
The first cohort, products of reforms replacing the exam-focused 8-4-4 system, started classes in three streams: Science, Technology, Engineering and Mathematics (STEM), Social Sciences, and Arts and Sports Science. Ministry of Education figures show more than half chose STEM, with roughly 437,000 selecting Social Sciences and 124,000 opting for Arts and Sports.
Education Cabinet Secretary Julius Ogamba called the transition “a defining moment” that shifts focus from rote learning to practical skills, values and 21st-century competencies.
“With infrastructure expansion, teacher recruitment, improved financing, and policy reforms underway, the foundation has been laid for a credible CBE transition,” Ogamba said.
Admissions were handled digitally via the National Education Management Information System (NEMIS) to ensure transparency, according to Basic Education Principal Secretary Julius Bitok.
Persistent challenges threaten smooth rollout
Despite official optimism, the transition faces serious hurdles. Teacher shortages remain acute, especially in technical subjects such as marine and fisheries, agriculture, creative arts, aviation and electricity.
The Teachers Service Commission (TSC) projects major deficits and has pledged ongoing recruitment. TSC Acting Chief Executive Officer Eveleen Mitei assured parents that teachers are equipped to handle diverse learner needs, though she admitted gaps in staffing and facilities exist in some schools.
Infrastructure shortages are equally pressing. Many institutions lack adequate classrooms, laboratories and equipment for practical subjects. The government has committed to building 1,600 new laboratories, but stakeholders warn delays risk creating a two-tier system that favours well-resourced urban schools.
Textbook supply is another concern. The Kenya Institute of Curriculum Development (KICD) and Kenya Publishers Association (KPA) confirmed printing of 35 approved Grade 10 titles will begin once government funds of Sh5.64 billion are released. At least 50% of books are expected in schools by 16 January, with full distribution by 31 January.
Civil society groups, including the Kenya Human Rights Commission (KHRC), have highlighted additional barriers. KHRC Deputy Executive Director Cornelius Oduor warned that thousands of learners risk missing places due to placement system failures and demands for illegal levies such as remedial fees, teacher motivation payments and textbook replacement charges.
Some schools have reportedly withheld Kenya Junior School Education Assessment (KJSEA) transcripts over unauthorised fees, violating the right to education and Free Day Secondary Education policy.
Placement errors — including mismatched pathways and disregard for proximity — sparked widespread appeals. By late December 2025, 355,457 learners sought reviews, with 143,821 initially rejected due to overcrowding.
The ministry has opened further review windows to address concerns.
Stakeholders insist that without urgent fixes — including infrastructure audits, greater placement transparency, and a ban on withholding transcripts — the promise of equitable, skills-based education could falter and widen existing divides.
As the 1.13 million Grade 10 pioneers begin classes, Kenya’s education sector faces a critical test: whether long-standing systemic gaps will undermine this bold shift to competency-based learning.
