In response to recent criticisms by the Kenya Conference of Catholic Bishops regarding the Competency-Based Curriculum (CBC) and the new university funding model, the Ministry of Education has issued a strong defense of both initiatives. Education Cabinet Secretary Julius Migos affirmed the government’s commitment to educational reforms and detailed significant progress and investments made to address challenges in both systems.
CBC Criticism and Government Response
The Catholic bishops recently labeled the CBC as “crumbling,” suggesting that it had failed to meet key objectives and posed various operational challenges. In response, CS Migos countered that the government has made considerable strides in CBC implementation. He highlighted that construction of the required 16,000 classrooms for Grade 9 is nearing completion, with an expected finish by December 2024. This project has received an allocation of Ksh17.6 billion, demonstrating the government’s financial commitment to ensure the CBC is effectively rolled out at all levels.
CS Migos emphasized that such substantial investments and tangible progress contradict the notion that CBC is “crumbling.” He pointed out that with dedicated funds and resources, the government is creating a sustainable foundation for the CBC, which seeks to improve educational outcomes by focusing on students’ competencies rather than rote learning.
Teacher Recruitment and Support for CBC
One of the critical aspects of CBC’s success lies in the recruitment and training of teachers, and the government has shown significant support in this regard. CS Migos reported that 56,950 teachers have been employed specifically for Junior School under the CBC program. Additionally, in January 2025, the government plans to convert 46,000 intern teachers to permanent and pensionable terms, along with hiring an additional 20,000 teachers to address the system’s expanding needs.
This aggressive recruitment effort aims to reduce teacher shortages and ensure students have qualified educators to guide them through the CBC curriculum. Furthermore, the government has allocated capitation of Ksh15,042 per learner annually to support Junior School students, indicating a per-student investment that ensures they have the necessary resources to meet educational standards.
New University Funding Model
The Catholic bishops also raised concerns about the sustainability of the new university funding model, highlighting issues such as accumulated debts and operational challenges within Kenyan universities. Addressing these concerns, CS Migos clarified that the government has made substantial progress since the introduction of the new funding model, with over Ksh41 billion disbursed in loans and scholarships since 2023.
This funding has been critical in stabilizing institutions that previously struggled under a debt burden of Ksh70 billion. The CS emphasized that the government remains committed to addressing the financial health of public universities to prevent service disruptions and ensure quality higher education for students.
Additionally, to further refine the funding model, a National Working Committee was appointed by President William Ruto. The committee is currently gathering public input and engaging stakeholders across the country to make necessary adjustments. This collaborative approach signals the government’s openness to feedback and its dedication to developing a funding model that effectively serves both students and universities.
Appeal for Constructive Criticism and Support
CS Migos requested the Catholic clergy to avoid blanket condemnation of the education system, urging them to consider the progress made and the vast number of learners involved. “We request our Catholic clergy not to condemn a whole education system that has over 11 million learners,” he stated. He underscored the need for constructive criticism that supports the government’s efforts rather than undermines them, especially given the significant investments made in transforming education for Kenya’s youth.
The Kenyan government is positioning the CBC as a pathway to align education with the modern job market by equipping students with practical skills. Similarly, the new university funding model is an attempt to address systemic challenges that have hindered higher education in the country. By addressing both levels of education with such dedication, the government asserts that it is laying a foundation for a more resilient, skill-based education system that will benefit learners in the long term.
Conclusion
The Ministry of Education’s response to criticism emphasizes that the government remains committed to the CBC and the new university funding model. Through financial investment, structural improvements, and teacher recruitment, the government aims to ensure that both programs succeed. As educational reforms continue, the input from all stakeholders, including religious leaders, will play a crucial role in refining and improving the system to ensure quality education for all Kenyan learners.
