Authors: Anthony M. Wanjohi1 and James O. Ongwae2
1,2 Kenya Projects Organization
P.O. Box 15509-00503, Mbagathi, Nairobi-Kenya
Authors Emails: kenprokenya@gmail.com | ongwaejames75@gmail.com
Abstract: Kenya’s education system has experienced a series of reforms over the past four decades, transitioning from the 8-4-4 system to the Competency-Based Curriculum (CBC), and further to Competency-Based Education (CBE). These reforms, aimed at equipping learners with relevant skills and aligning education with global trends, have often been introduced with great optimism. However, they also reveal deep-seated paradoxes, including policy inconsistency, political interference, inadequate stakeholder involvement, and implementation challenges. This article critically examines the historical and policy trajectory of these reforms, highlighting how political agendas, elite interests, and insufficient preparedness have undermined the promise of sustainable, equitable, and inclusive education in Kenya. It concludes by calling for depoliticized, participatory, and evidence-based policy approaches to ensure meaningful transformation in the country’s education sector.
Keywords: Kenya Education reforms, 8-4-4 system, Competency-Based Curriculum (CBC), Competency-Based Education (CBE), sustainable education, Kenya education policy inconsistencies, 8-4-4 Education System, Kenya Education System Paradoxes
Introduction
Kenya’s education system has undergone significant transformations over the last four decades, shifting from the 8-4-4 system to the Competency-Based Curriculum (CBC), and currently transitioning towards Competency-Based Education and Training (CBET/CBE). These shifts have been driven by the need to resolve emerging educational challenges, close skills gaps, and align with global standards and Sustainable Development Goals (SDGs) (UNESCO, 2016). The 8-4-4 system, launched in 1985, emphasized academic rigor and national unity, while the CBC, introduced in 2017, sought to promote holistic learning and skill development (MOE, 2019). The ongoing adoption of CBE emphasizes learner-centric, skill-based training aligned with labor market demands (TVETA, 2021).
This article reviews the historical and policy trajectory from 8-4-4 to CBC to CBE, interrogating the paradoxes and policy inconsistencies that have emerged along the way. The discussion highlights how promising reform agendas have often been undermined by politicization, fragmented implementation, and lack of genuine stakeholder engagement, thereby challenging the goal of achieving sustainable education.
An Overview of 8-4-4, CBC and CBE
The 8-4-4 System
Introduced in 1985 during President Daniel Arap Moi’s regime, the 8-4-4 system featured 8 years of primary, 4 years of secondary, and 4 years of university education. It aimed to equip learners with practical skills for self-reliance and nation-building (Republic of Kenya, 1984). Over time, however, it became highly exam-oriented and was criticized for promoting rote learning and inadequate skill development (Oduor, 2017).
The Competency-Based Curriculum (CBC)
CBC, rolled out in 2017, shifted the focus from knowledge acquisition to competency development. Structured as 2-6-3-3-3, it emphasizes creativity, collaboration, critical thinking, and life skills (KICD, 2017). Despite its vision, the CBC has faced challenges such as poor implementation planning, insufficient teacher training, resource gaps, and limited public understanding (TALENT, 2020).
Competency-Based Education (CBE)
Kenya’s Competency-Based Education (CBE), officially introduced in May 2025, marked a transformative shift in the national education framework, covering the entire system from early childhood to tertiary and vocational education. Rooted in the Competency-Based Curriculum (CBC), the approach emphasizes the demonstration of skills mastery rather than time-bound academic progression. At the kindergarten and primary levels, CBE nurtures foundational competencies such as critical thinking, creativity, and communication. As learners advance, they are guided into specialized pathways, arts, STEM, social sciences, and TVET based on their strengths and interests. At the post-secondary and vocational levels, CBE adopts modular learning, practical assessments, and occupational standards developed in collaboration with industry. A significant innovation is the Recognition of Prior Learning (RPL), which formally certifies informally acquired skills. Spearheaded by the Ministry of Education through TVETA and CDACC, and aligned with Kenya Vision 2030 and the Bottom-Up Economic Transformation Agenda (BETA), the CBE rollout is projected to cost approximately KSh 20 billion, primarily directed toward educator training, infrastructure development, and resource provision. Despite its potential to boost employability and bridge skills gaps, the initiative faces challenges such as limited trainer capacity, low public awareness, and resource constraints, requiring sustained multi-sector collaboration and policy alignment for its success (Collanet Africa, n.d.).
The Paradox in Kenya’s Education Reform Efforts
Kenya’s shift from the 8-4-4 system to CBC and further to CBE underscores a paradox within its education reform efforts. While these transitions are presented as progressive, they often expose underlying inconsistencies, policy fragility, and misaligned intentions.
Kenya’s education reform process has been largely top-down, characterized by political declarations rather than participatory, evidence-driven decision-making. Teachers, parents, and learners frequently find themselves navigating unclear expectations and inadequate resources. The CBC rollout, for instance, proceeded with limited piloting, insufficient teacher training, and lack of infrastructure, leading to uneven implementation (TALENT, 2020).
Political transitions have further complicated educational reforms. The 8-4-4 system was a hallmark of President Moi’s era, CBC became a signature of President Uhuru Kenyatta’s administration, and now CBE is being championed under President William Ruto (MOE, 2022). While each regime has framed its reform as necessary and transformative, these reforms often reflect political branding rather than continuity of educational policy. Consequently, the reforms risk being viewed as political projects rather than educational necessities (Oanda & Jowi, 2012).
Development partners’ vested interests also raises further concerns. Critics argue that reforms are occasionally driven by donor demands or elite interests, with lucrative contracts for curriculum development, consultancy, and training often benefiting select groups (Transparency International Kenya, 2021). This undermines public trust and detracts from learner-centered reform objectives.
Despite rhetoric supporting sustainable and inclusive education, the reforms have yet to deliver on the promise of Sustainable Development Goal 4. Quality education encompassing digital literacy, environmental sustainability, and equitable access remains aspirational. Without a stable policy framework and inclusive stakeholder participation, Kenya risks remaining in a perpetual cycle of reform with limited transformation (UNESCO, 2016).
Conclusion
Kenya’s education reforms reflect both noble aspirations and deep contradictions. While CBC and CBE offer frameworks aligned with 21st-century learning, their implementation has been marred by politicization, weak planning, and short-termism. Achieving sustainable education demands depoliticized, inclusive, and data-informed decision-making. Only then can Kenya realize a transformative, equitable, and skills-oriented education system devoid of implementation drama and cyclic way thinking and doing.
References
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