Kenya's Competency-Based Curriculum (CBC), introduced in 2017, aims to equip students with foundational literacy, numeracy, and critical thinking skills. However, a recent study by the African Population and Health Research Centre (APHRC) reveals persistent gaps between the framework's goals and classroom realities, exacerbated by overcrowded classes, resource shortages, and limited teacher training. The findings underscore systemic challenges threatening the effectiveness of the education model, with implications for the nation's future workforce.
The APHRC research, conducted across 200 schools in 11 counties, observed 398 grade 1 and 3 teachers instructing literacy and numeracy. The study found that 60% of third-grade students struggle to read and comprehend English stories, while 80% cannot solve basic numeracy problems. These statistics highlight a critical disconnect between the CBC's learner-centered approach and the prevailing teaching methods, which often prioritize traditional, whole-class instruction over interactive, student-focused strategies.
Teachers reported that large class sizes—some exceeding 75 students—complicate the implementation of the CBC framework. A primary school educator in Baringo County described the exhaustion of managing such classes, noting, 'Even handling the 75 learners before the end of the day, I am really tired. Honestly very tired. Overworking because of the learners, marking the books, the noise, you feel as if your head is going to burst.' This sentiment reflects the broader strain on educators, who face overwhelming workloads and limited support systems.
The study also identified disparities in access to teaching materials. While most schools reported fewer than two students per textbook, some counties, like Marsabit, had three learners per textbook. This inequality undermines the CBC's emphasis on hands-on, experiential learning, which requires adequate resources to engage students effectively. Teachers relied heavily on blackboards and printed materials, with minimal use of creative instructional tools such as real-life objects or teacher-made resources.
In literacy lessons, teachers focused on whole-class instruction 84.5% of the time, while in numeracy, this figure stood at 62.8%. Small-group or individualized support accounted for less than 10% of instructional time. Learners were predominantly passive, listening to or watching teachers (28.7% of literacy lessons) or completing repetitive writing exercises (36.4% of numeracy lessons). The study found that teachers' instructional choices were shaped by systemic constraints, including curriculum pressure and inadequate infrastructure.
The CBC framework emphasizes digital literacy as a core competency, yet ICT integration remains minimal. Five barriers hinder its adoption: infrastructural limitations, non-functional devices, time management challenges, and gaps in teacher training. A teacher in the study noted, 'When you use those ICT in class, the lesson becomes more enjoyable and also the learners are able to upload their own work.' However, many schools lack functional tablets or reliable internet, limiting the potential of technology to enhance learning.
Despite these challenges, teachers expressed appreciation for learner-centered approaches. One educator stated, 'If I am only using the lecture method, it becomes difficult for them to remember what I am teaching because they cannot see the actual thing.' This insight underscores the potential of the CBC framework but also highlights the need for systemic support to translate theory into practice.
The research team, led by Fridah Gatwiri Kiambati, Associate Research Scientist at APHRC, recommends strengthening teacher mentorship, promoting peer learning, and ensuring access to textbooks for all students. They also advocate for improved ICT infrastructure and training to align classroom practices with the CBC's goals. 'The framework is designed to nurture every learner’s potential regardless of their abilities,' Kiambati emphasized, 'but correcting teaching practices requires urgent action.'
Public-interest implications of the findings are significant. The CBC's success is critical for Kenya's economic development, as it shapes the skills of future generations. The study warns that without addressing resource gaps and teacher support, the system risks failing to meet its objectives, perpetuating cycles of underachievement. The Ministry of Education faces mounting pressure to invest in infrastructure, teacher training, and curriculum implementation.
The APHRC study also highlights the mental health toll on educators. Teachers described feeling overwhelmed by the demands of large classes and administrative tasks, with one noting, 'You feel as if your head is going to burst.' This underscores the need for systemic reforms to reduce workloads and provide psychological support for staff.
County-level disparities further complicate the implementation of the CBC. While some regions have adequate textbooks, others face severe shortages, exacerbating inequalities in education quality. The study calls for targeted interventions to address these gaps, ensuring equitable access to resources across all regions.
The research team, including PhD candidate Nelson Muhia, stresses the importance of peer collaboration among teachers. Observing and learning from colleagues using materials and ICT in large classes could help overcome challenges. 'Teachers could observe one another using materials and ICT in large classes with children of mixed ability,' the study suggests, emphasizing the value of shared strategies.
Recommendations from the study include increasing textbook availability, which requires investment from the Ministry of Education. Currently, schools report fewer than two learners per textbook, but this ratio varies widely. Ensuring every student has a textbook would align with the CBC's goal of personalized learning.
The integration of ICT remains a priority, with the study urging the government to address infrastructural barriers and provide training for educators. 'Information and communications technology integration helps build digital literacy skills, boosts learner engagement, and supports diverse learning styles,' the report states. However, without proper resources, these benefits remain out of reach for many schools.
The findings also reveal that teachers often prioritize efficiency over innovation, opting for traditional methods like whole-class instruction to manage large cohorts. This approach, while practical, limits opportunities for individualized learning and critical thinking. The study urges a shift toward more dynamic, student-centered practices to foster deeper engagement.
As Kenya prepares to introduce its first CBC senior school cohort, the outcomes of this research will be critical. The success of the curriculum depends on addressing systemic challenges, from class sizes to resource allocation. Without these reforms, the vision of a competency-based education system that empowers all learners may remain unfulfilled.
The APHRC study serves as a call to action for policymakers, educators, and stakeholders to prioritize the needs of students and teachers. By bridging the gap between the CBC framework and classroom practice, Kenya can ensure its education system fulfills its promise of nurturing a skilled, adaptable workforce for the future.