Kenya’s Competency-Based Education (CBE) system is at a crossroads. While the government is committed to implementing the new curriculum, unresolved teacher shortages, inconsistent communication and inadequate infrastructure threaten the long-term success of the reform.
The teacher deficit remains the most pressing challenge. Junior School alone needs 72,000 more teachers to function effectively. Even with the planned recruitment of 24,000 interns by 2026, the gap remains alarming. Overworked teachers face burnout, and learners lose out on the personalised competency assessments that define CBE.
Infrastructure issues compound the crisis. Many schools lack enough classrooms, laboratories and specialised learning spaces required for the new curriculum. NG-CDF allocations have supported classroom construction, but progress is uneven and insufficient.
Contradictory messaging from government agencies has further destabilised implementation. Conflicting statements from the President, Treasury, Education Ministry and TSC have created confusion around hiring timelines and policy direction.
Labour disputes are also growing. Teacher unions argue that the internship programme is exploitative, and legal battles are looming. KEJUSTA is preparing to challenge the model in court, citing labour violations.
Despite these challenges, the government insists it is committed to stabilising CBE. President Ruto says the internship programme is designed to help absorb unemployed teachers gradually. TSC chairperson Dr Jamleck Muturi has promised recruitment to fill vacancies created through natural attrition.
But unless the government aligns funding with policy, strengthens TSC autonomy, expands infrastructure development and communicates consistently, CBE could falter.
The future of Kenya’s education reform depends on urgent, coordinated action. Without it, the promises of learner-centred, skills-driven education may remain out of reach.
