In a resounding victory for the Competency-Based Curriculum (CBC), Vihiga County has emerged as a national model for efficiency, recording a stunning 96.78% transition rate from Grade 9 to Grade 10. This statistic is not just a number; it is a testament to a relentless, coordinated effort to ensure that no child is left behind in the shift to Senior Secondary School.

As of February 9, 2026, the county’s education officials are breathing a sigh of relief. The data paints a picture of near-total compliance, with Vihiga Sub-county leading the pack at an almost magical 99.83%. This success stands in stark contrast to other regions still grappling with the logistical nightmares of the new system.

The "Mop-Up" Strategy

The secret to Vihiga’s success lies in the "mop-up" exercise—a bureaucratic term for a very human intervention. County Director of Education Joyce Chesang revealed that this was not a passive waiting game. Teams from the Ministry of Education joined forces with the powerful Ministry of Interior, deploying chiefs and village elders to literally hunt down students who had failed to report.

“We have put in place joint teams... to conduct mop-up operations involving junior and senior schools to ensure all learners are accounted for,” Chesang stated. This ground-level mobilization ensured that students hindered by ignorance, poverty, or parental negligence were identified and funneled into the classroom.

• The Statistics: Emuhaya sub-county follows with 98.57%, while Hamisi and Sabatia are tied at 96.97%. Luanda brings up the rear but still boasts a respectable 95.34%.
• The Challenges: Despite the success, 3.8% of learners are still missing. Chesang cited deep-seated financial constraints as the primary barrier, with many families unable to afford the ancillary costs of senior school.
• The Books: While Phase One textbooks have been delivered, gaps remain. Principals have been urged to be innovative—purchasing temporary copies to ensure learning is not paralyzed.

A Blueprint for the Nation

Vihiga’s achievement offers a blueprint for the rest of Kenya. It demonstrates that when the provincial administration and the education sector move in lockstep, the friction of transition can be minimized. The "village-level" approach personalizes the policy, turning a presidential directive into a community mission.

However, the job is not finished. The remaining 3.22% represent the most vulnerable—the children for whom school is a luxury they cannot afford. Chesang’s appeal to principals to download syllabus materials and avoid disrupting learning shows a system stretching its limited resources to the limit.

As the first term of Grade 10 stabilizes, Vihiga stands tall. But the true test will be retention. Getting them into the classroom is one thing; keeping them there amidst economic turbulence is the next great battle for Joyce Chesang and her team.