As Kenya continues its transition to the Competency-Based Curriculum (CBC), the Kenya Education Management Institute (KEMI) is actively engaged in extensive training programmes for teachers and school leaders across the country. These initiatives aim to address critical gaps in pedagogical approaches, assessment techniques, and overall school management necessary for the successful adoption of the new curriculum.

KEMI, a semi-autonomous government agency under the Ministry of Education, is mandated to provide management training, conduct research, and offer consultancy services within the education sector. Its efforts are particularly focused on empowering school leaders with instructional leadership skills to foster effective implementation of the CBC at the junior secondary level.

Historical and Political Context

Kenya embarked on the implementation of the CBC in 2017, starting with Early Childhood Development (ECD) and primary education, marking a significant shift from the previous 8-4-4 system. The CBC aims to move away from rote memorisation to a learner-centred approach that emphasises skills acquisition, critical thinking, problem-solving, and lifelong learning.

However, the transition has not been without its challenges. Studies have highlighted inadequate teacher training opportunities, low funding, inconsistent pedagogical approaches, and a lack of resources as significant hurdles. The Teachers Service Commission (TSC) has also acknowledged that many teachers were not adequately prepared for the CBC rollout.

Laws, Policy, and Governance

The implementation of the CBC is guided by the Kenya National Qualifications Framework (KNQF), established by the Kenya National Qualifications Authority (KNQA) in 2015. The KNQF aims to standardise and harmonise qualifications across all education and training sectors, promoting competence-based assessment practices and ensuring national recognition of acquired skills and knowledge.

KEMI's training programmes align with these national policies, focusing on equipping educators with the necessary skills to interpret and implement the CBC curriculum designs effectively. This includes training on the operationalisation of the Kenya Education Management Information System (KEMIS) for data-driven decision-making and improved education management practices.

Stakeholders and Testimonies

KEMI has partnered with organisations like the Kenya Schools Heads Association (KESSHA) to build the capacity of Boards of Management (BOMs) in secondary schools, preparing them for the transition of pupils to junior secondary schools. Dr. Maurice Odundo, KEMI Director, has emphasised the importance of these trainings in ensuring a successful rollout of the CBC.

Teachers undergoing the Diploma in Primary Teacher Education (DPTE) programme, a critical component of CBC implementation, are trained to guide learners from Grade One to Grade Six. The curriculum for DPTE emphasises experiential learning and includes subjects such as Child Development and Psychology, ICT Integration in Education, and Educational Assessment.

Evidence and Data

• Teacher Training: Inadequate training of teachers has been identified as a major challenge in CBC implementation.
• Resource Allocation: Lack of adequate resources, including classrooms, laboratories, and sanitary facilities, also poses a significant hurdle.
• Assessment Reforms: The Kenya National Examinations Council (KNEC) launched the Educational Assessment Resource Centre (EARC) in early July 2025 to train over 3,000 teachers in competency-based assessments (CBA), particularly for Junior Secondary Schools.
• School Leadership: A two-day intensive training on Effective School Leadership, commenced on Monday, February 26, 2024, targeting 19,000 junior school leaders across the country.

Risks and Implications

Without adequate teacher preparedness and resource allocation, the full potential of the CBC to foster 21st-century skills among learners may not be realised. The success of the CBC hinges on continuous professional development for teachers, effective school leadership, and sufficient instructional materials.

Unknowns and Controversies

While evidence from countries like the USA and South Korea suggests that CBC can improve problem-solving skills and self-efficacy in learners, there is limited evidence from Kenya on the direct effect of CBC models on learners' key competencies. Concerns also persist regarding the preparedness of teachers to integrate Information and Communication Technology (ICT) into teaching and learning under the CBC framework.

Timeline and Next Steps

KEMI continues to roll out training programmes, including the ongoing KEMIS training for heads of primary and junior schools, which commenced on Monday, October 7, 2025. The Kenya Junior School Education Assessment (KJSEA) for Grade 9 learners is scheduled for late 2025.

What to Watch

The effectiveness of KEMI's training initiatives will be crucial in addressing the identified challenges of CBC implementation. Stakeholders will be closely watching the impact of these programmes on teacher competency, resource utilisation, and ultimately, learner outcomes as the CBC progresses through junior and senior secondary levels.

Related Stories

• Challenges Experienced in the Implementation of the Competence-Based Curriculum (CBC) in Public Junior Secondary Schools in Kenya.
• Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA.