Tinderet: The Competency-Based Education (CBE) system, introduced to replace the 8-4-4 curriculum, was designed to transform Kenya’s learning approach by emphasizing practical skills, creativity, and learner-centered education. However, after the pioneer cohort transitioned into Grade 10 in January 2026, serious challenges are emerging that threaten to derail the reform’s promise.
According to Kenya News Agency, in rural regions such as Tinderet Sub-county, these challenges are already visible in strained household finances and persistent shortages of learning materials. At the heart of the growing concern is the cost of education. Although basic education is officially free, parents continue to shoulder multiple indirect expenses, including school uniforms, activity fees, examination preparation costs, transport, and subject-specific materials. For many households in the area, where livelihoods depend largely on small-scale farming, tea farming, and casual labor, these costs have become increasingly difficult to meet.
A parent from Kapsigirio village, Mary Chebet, described the situation as increasingly unbearable. ‘We are struggling. Even when children are in public schools, the demands are too many. Sometimes you are told to buy books, pay activity fees, and even contribute to development projects. When the harvest is poor, education becomes very hard to sustain,’ she said.
Teachers in the Sub-county say the financial strain has had a direct impact on attendance and concentration in class. A junior secondary school teacher at Chepsangor Mixed School, David Kiplagat, noted that many learners frequently stay at home due to fees arrears. ‘We try to keep them in school, but the reality is that some learners disappear for weeks. When they return, they are already behind. Others never come back at all. The main issue is poverty,’ he said.
Beyond financial challenges, schools are also grappling with inadequate learning and teaching materials. The CBE system requires learners to engage in practical, hands-on activities supported by sufficient textbooks, teaching aids, laboratories, and digital tools. However, many schools in the area remain under-resourced. A teacher of science at Kapngetuny Junior Secondary School, Eunice Jelagat, explained that limited resources are slowing down effective curriculum delivery. The shortage of materials has been compounded by overcrowded classrooms and limited infrastructure, making it difficult for teachers to offer individualized attention. In some schools, learners lack access to basic ICT tools required for digital learning components of the curriculum.
As the pioneer cohort of Grade 10 learners, who reported to senior school in January, settles into the new level of learning, concerns are emerging over continuity. It is reported that some of these learners have failed to report for the second term, which is already in its second week, largely due to unpaid school fees and other financial constraints at home. Joseph Rono, an official from Elimu Bora Initiative, confirmed that the transition period is exposing underlying vulnerabilities in the education system. ‘We are monitoring the situation closely. There are cases where learners who joined Grade 10 in January have not reported back for the second term due to fee challenges. We are working with schools and local administrators to ensure as many learners as possible remain in school,’ he said.
He added that efforts are being made to identify vulnerable learners early and link them to available support mechanisms, though he admitted that resources remain limited compared to demand. School administrators in the sub-county say they are also under pressure to balance academic expectations with the reality of learners’ socio-economic conditions. The community leaders are now calling for urgent intervention to prevent further deterioration of the situation. Isaac Tanui, a local community elder, said education should be protected from economic shocks affecting households. ‘We risk losing a generation if nothing is done. Many of these children are bright, but poverty is pushing them out of school, even at Grade 10 level,’ he said.
Civil society actors have also weighed in, calling for stronger policy implementation and increased funding. Education advocate Grace Wanjiru, who works with a regional education rights group, argued that the government must urgently align funding with the demands of the CBE system. ‘The system is good in design, but underfunded in practice. Without adequate capitation and targeted support for vulnerable learners, we will continue seeing dropouts, especially in rural areas,’ she said. She further emphasized the need for stricter monitoring of school levies and enhanced accountability in the use of education funds to ensure parents are not overburdened.
Parents and stakeholders have also proposed the expansion of bursary schemes and the establishment of community-based education support funds to assist needy learners. Others are calling for the revival and strengthening of school feeding programs to improve attendance and retention, particularly in food-insecure households. Additionally, the stakeholders are advocating for partnerships between schools, local leaders, and private sector actors to support infrastructure development and the provision of learning materials. They argue that such collaborations could help bridge existing gaps, especially in rural schools struggling with limited government resources.
As the country continues implementing the Competency-Based Education system, there is a need for addressing the attendant challenges. While the curriculum reform aims to produce a more skilled and competent workforce, its success will depend heavily on tackling the underlying inequalities in access, affordability, and resource distribution. Without urgent and coordinated interventions, stakeholders warn that the promise of the CBE system risks being undermined by dropout trends and persistent resource gaps, particularly in vulnerable rural communities.
Source: Kenya News Agency
