Preliminary results of an assessment of Grade Three pupils provide a reality check for the drivers of the Competency-Based Curriculum being rolled out in schools.
The findings indicate that half of the pupils do not attain the 50 per cent benchmark in English, Kiswahili, and mathematics, and that a majority have weak comprehension skills.
The situation is much worse in semi-arid areas, and boys are falling behind girls in learning outcomes.
Education officials must encourage an open and free debate on the system to create a collective appreciation of it and generate useful ideas on how it can work better for the country.
As the ministry begins training teachers on the new curriculum, the findings should inform the training to address systemic and pedagogical weaknesses identified.
