Tinderet: The Competence-Based Education (CBE) system could become one of the most transformative reforms in Kenya’s education sector if properly implemented, stakeholders in Tinderet Sub County have said. Education experts, parents, teachers, and community leaders observed that despite the confusion and logistical challenges since the system’s introduction about a decade ago, every effort should be made to ensure its successful implementation.
According to Kenya News Agency, education consultant David Kipruto noted that the curriculum was designed with progressive intentions aimed at equipping learners with practical competencies, creativity, and critical thinking skills suited for the modern world. However, he argued that the implementation process moved too quickly before schools, teachers, and parents were fully prepared. Kipruto emphasized that the government now has a responsibility to ensure the system succeeds because the future of learners is already tied to it.
A parents’ representative, Beatrice Chemutai from Songhor-soba ward, noted that many families initially resisted the programme due to inadequate civic education and confusion surrounding assessments, projects, and pathway selection. Chemutai maintained that the country has already gone too far with the programme to reverse course. She observed that many parents in the area are struggling financially to meet the demands associated with projects, internet access, and learning materials under the new curriculum.
Senior teacher Stephen Koech lamented that educators were introduced to an entirely new teaching approach within a short period, forcing many teachers to adapt while handling overcrowded classrooms and limited resources. Koech stated that teachers require further training and adequate staffing if the system is to achieve its intended objectives.
Community elder Elijah Sang warned that rural learners risk being disadvantaged if the government fails to ensure equitable distribution of resources across the country. He argued that schools in areas such as Tinderet should receive the same level of support enjoyed by institutions in urban centres.
Youth mentor Sharon Jelagat highlighted one of the strongest aspects of the new education model is its recognition of diverse talents beyond academics. She explained that many learners who previously struggled under the old system are now showing strengths in sports, arts, agriculture, communication, and technical skills.
Education activist Miriam Jerono noted that the pioneer learners under the system should not suffer due to policy inconsistency and delayed planning by authorities. She challenged policymakers and education officials to urgently address infrastructure gaps and teacher shortages before the transition to higher learning levels becomes more complicated.
Local stakeholders further expressed concern over inadequate communication regarding subject pathways and career guidance under senior school transition, saying many parents and learners in rural communities still do not fully understand the available pathways. They called on education officials to continue public sensitization programmes to help parents and learners make informed decisions.
The stakeholders maintain that while the Competence-Based Education system may have been hurriedly introduced, the country can still salvage and strengthen it through increased investment in infrastructure, proper teacher training, adequate staffing, and sustained collaboration between the government, schools, parents, and local communities. They warned that failure to urgently address the existing gaps could compromise the future of thousands of learners whose academic journey now entirely depends on the successful implementation of the system.
