Nairobi Schools Embrace Competency-Based Assessments in Sports

Schools in Nairobi are reshaping how they evaluate student performance, with sports now counting as a recognized pathway under the upcoming senior-school model. According to recent announcements, the new Competency-Based Education and Training (CBET) framework set to launch in January 2026 will elevate sports, arts and creativity to sit alongside academics as legitimate learning tracks for students.
The policy shift is built on Kenya’s broader goal of moving away from the narrow exams-only approach and toward a system that values diverse learner strengths. Under the new structure, learners will choose one of three pathways — STEM, Social Sciences or Sports/Arts/Creatives — starting in senior secondary school. Schools in Nairobi are actively preparing: several institutions are adapting their assessment methods to include physical performance, teamwork and sports-based projects as part of continuous assessment tasks under the Kenya National Examinations Council (KNEC) CBA platform.
Feedback from the education sector has been largely supportive though cautious. Physical education teachers say the acknowledgment of sport in formal assessment is long overdue and could help nurture talent in under-recognized areas. On the other hand, school administrators highlight significant logistical challenges: many Nairobi schools still lack adequate sports facilities or trained coaches, and there is concern that unequal resource levels may widen the gap between well-resourced and underserved institutions. Education analysts argue that for the reforms to succeed, support for infrastructure, training and monitoring must accompany the policy change.
Looking ahead, Nairobi schools are tasked with piloting the new assessment methods in sports and creative activities during the 2025–26 academic year. Education officials say they will introduce updated guidelines, teacher training modules and revised marking criteria to ensure fairness across all types of schools. If implemented carefully, the move could transform Nairobi’s classrooms into more inclusive environments where athletic and artistic learners receive recognition and support alongside their academically-focused peers.