Kenya’s ongoing shift to the Competency-Based Curriculum (CBC) has sparked debate over potential changes to the classification of schools. The controversy centers on proposals to restructure schools into new categories, which could affect funding, resource allocation, and student progression.
Key points:
School Categorization: The Ministry of Education is reportedly considering revising how schools are grouped—possibly based on performance, infrastructure, or student population—to align better with the CBC framework.
Stakeholder Concerns: Teachers, parents, and education stakeholders have raised concerns that restructuring may disrupt learning continuity, exacerbate inequalities, or create confusion in the current school system.
Equity Issues: Critics argue that changes could disadvantage rural and less-resourced schools, widening the gap between urban and rural education quality.
Policy Intent: Supporters contend that restructuring could streamline administration, improve service delivery, and foster specialization in schools to better implement CBC.
Next Steps: The Ministry has yet to finalize the policy, and stakeholders continue to call for extensive consultations before any formal restructuring is implemented.
The debate reflects broader tensions in Kenya’s education reforms, balancing modernization with inclusivity and fairness in school governance.