With less than a month before Grade 9 learners resume studies on January 6, 2025, the readiness of Kenya’s education system remains a significant concern. Many schools are struggling with infrastructural challenges, with some yet to begin construction of new classrooms, while others lag behind schedule. This delay has been compounded by the government’s slow disbursement of funds to support the transition. Even where construction is underway, reports of shoddy workmanship have emerged as contractors, working on tight budgets or without funds, race against time. These logistical shortcomings have left education stakeholders, including parents and teachers, questioning the feasibility of a smooth transition to the final stage of Junior Secondary School (JSS). Staffing shortages have also compounded the problem, as the recruitment of 46,000 teachers since 2023 has barely scratched the surface of the human resource needs in schools under the Competency-Based Curriculum (CBC).

The issues plaguing the Grade 9 rollout reflect broader systemic challenges inherent in implementing CBC. Since its introduction, CBC has faced criticism over inadequate preparation and a lack of alignment with local realities. Kenya’s model has largely drawn inspiration from foreign systems, particularly Finland’s acclaimed competency-based education, yet it lacks the supportive structures that underpin success in such contexts. Finland’s achievements are rooted in a robust system of teacher training, well-equipped facilities, and motivated educators, elements that remain weak or absent in Kenya’s education landscape. Sub-Saharan Africa’s broader experience with competency-based curricula offers cautionary lessons. In countries like Tanzania, Rwanda, and Zambia, the transition to CBC has been marred by poor understanding among teachers, inadequate training, and insufficient resources. Many educators in these regions have reverted to traditional teaching methods, highlighting the gap between lofty aspirations and ground realities.

The parallels are striking. Kenya’s educators face similar challenges, with a significant proportion lacking the training needed to implement CBC effectively. Parents, too, have expressed frustration with what they perceive as a rushed and poorly communicated rollout. Meanwhile, resource constraints remain a glaring issue, leaving many schools ill-equipped to handle the transition. The lessons from other African nations emphasize the dangers of importing education systems without tailoring them to local needs. In Kenya, just as in Zambia, Rwanda, and Tanzania, teachers struggle to adapt to a curriculum designed for contexts vastly different from their own. While the government continues to assure stakeholders that CBC will transform the country’s education system, the reality on the ground suggests that urgent interventions are needed to avert chaos when Grade 9 resumes.

References:

Nation Grade 9: Staring at a crisis

Kenyans.co.ke Education Ministry Ready for Grade 9 Transition

Nation Move swiftly to avert looming Grade 9 crisis

The Standard 50 days to Grade 9 rollout: Are schools ready for CBC transition?

The Kenya Times Govt Addresses Looming Crisis in Schools Ahead of Reopening

The Star Ruto: We’re ready for Grade 9 transition in 2025

Nation Ruto says government is ready for Grade 9, but reality on the ground is different

Nation Why Grade 9 roll-out could be chaotic for schools

Kenya News Agency Kenya-Finland strategizes on CBC implementation

The Star Finland partners with Kenya to enhance CBC