A new national survey has revealed that 27.9 percent of Kenyans believe the Competency-Based Curriculum (CBC) is struggling to achieve its intended goals due to an acute shortage of teachers. The findings come as public debate around the curriculum intensifies, with many parents and educators questioning whether the system is receiving the resources required for effective implementation. CBC, introduced to phase out the long-standing 8-4-4 system, was initially marketed as a more skills-oriented approach, but many Kenyans reportedly still favour the traditional model for its familiarity and structure.
Concerns highlighted in the report point to gaps in human resources, financing, and classroom infrastructure. Teachers have repeatedly raised alarm about overwhelming workloads, noting that the practical and activity-based nature of CBC demands significantly more time, preparation, and personalized learner support. Some educators are handling up to 40 lessons a week, a workload they say is incompatible with the expectations of the new curriculum. Parents, too, argue that CBC carries added financial burdens—from materials to additional school activities—making it difficult for many households already grappling with economic hardships.
Reactions to the survey have been divided but passionate. While some citizens argue that CBC remains a promising system if properly funded and staffed, others describe it as a confusing adaptation of the 8-4-4 structure rather than a truly innovative change. Critics also accuse policymakers of being aware of the system’s challenges but failing to act decisively, instead pressuring teachers to meet performance standards without adequate support. Observers say the mismatch between rising expectations and limited resources has left many public schools unable to deliver learning experiences aligned with CBC’s core vision.
Looking forward, education experts insist that meaningful reforms must address teacher recruitment, training, and remuneration. Stakeholders are urging the Ministry of Education and the Teachers Service Commission (TSC) to develop actionable plans that match CBC’s complexity with realistic resourcing. Without strategic investment, analysts warn that CBC risks becoming another ambitious reform burdened by implementation failures. The survey’s findings are expected to fuel ongoing conversations about Kenya’s education direction ahead of upcoming policy reviews.