The implementation of Kenya’s Competency-Based Curriculum (CBC) is once again under sharp scrutiny after the Kenya Human Rights Commission (KHRC) warned that the education system is creating a growing divide between learners in wealthy schools and those in underfunded public institutions.
In a strongly worded assessment released ahead of the Grade 9 transition, the rights body argues that thousands of learners risk being left behind due to inadequate classrooms, teacher shortages, delayed funding, and poor infrastructure in many parts of the country.
Public Schools Struggling With CBC Demands
According to the report, many public schools are still unprepared for the resource-heavy demands of CBC learning, especially in marginalized and rural counties.
KHRC says some schools lack:
- Science laboratories
- Creative arts rooms
- Technical learning equipment
- Enough trained teachers
- Adequate classrooms for Grade 9 learners
The commission estimates that Kenya still requires more than 15,000 classrooms to fully accommodate learners transitioning into junior secondary school.
In some counties, teacher-to-student ratios are reportedly far above recommended international standards, making effective learning difficult.
A Growing Gap Between Rich and Poor Learners
One of the strongest concerns raised by KHRC is the emergence of what it describes as a “two-tier education system.”
Well-funded private schools have reportedly adapted faster to CBC because they can afford modern learning facilities, digital tools, and specialized instructors. Meanwhile, many public schools continue struggling with basic resources.
Education stakeholders now fear that academic success under CBC could increasingly depend on a learner’s economic background rather than ability or hard work.
The concern mirrors earlier warnings by education rights groups that rushed CBC implementation could widen inequality if proper investments are not made.
Delayed Capitation Funds Affecting Learning
Another issue highlighted in the report is delayed government capitation funding to schools.
School administrators say late disbursement of funds has disrupted:
- Purchase of learning materials
- CBC practical assessments
- Infrastructure projects
- Teacher support programs
Under CBC, learners are assessed through continuous practical activities and projects, making timely funding essential for smooth learning operations.
Education analysts argue that underfunding threatens the success of the curriculum because CBC relies heavily on practical and learner-centered teaching methods.
Parents Feeling the Financial Pressure
KHRC also noted that many parents are struggling with rising indirect education costs associated with CBC.
Despite free basic education policies, families continue to spend money on:
- Printing assignments
- Project materials
- Digital learning requirements
- School activity contributions
For low-income households, these costs have become a significant burden, especially in regions already affected by poverty and unemployment.
The rights organization argues that some CBC activities unintentionally assume parents have enough time, literacy skills, and financial capacity to support learners at home — something many vulnerable families cannot consistently provide.
Calls for Urgent Reforms
KHRC is now calling on the Ministry of Education to urgently address the gaps before the nationwide Grade 9 transition intensifies existing inequalities.
Among the recommendations proposed are:
- Faster classroom construction
- Recruitment of more CBC-trained teachers
- Timely release of school funds
- Improved science and technical facilities
- Greater stakeholder consultation during reforms
The commission insists that education reforms should prioritize equity to ensure learners from all regions receive equal opportunities.
Debate Over CBC Continues
Since its rollout in 2017, CBC has remained one of Kenya’s most debated education reforms.
Supporters argue the system promotes practical skills, creativity, and competency-based learning. Critics, however, say the transition has been rushed and underfunded.
Several civil society organizations and education groups have repeatedly warned that without sufficient preparation, the curriculum could deepen social and regional disparities in access to quality education.
As Kenya prepares for future CBC milestones, pressure is mounting on education authorities to demonstrate that the system can deliver inclusive and equitable learning for all students — regardless of their background or location.
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