As the transition to Grade 9 for the pioneer cohort of the Competency-Based Curriculum (CBC) approaches, the Kenyan government finds itself racing against time to ensure a smooth changeover. Set to take place in January 2025, this transition marks a crucial moment in the country’s education reforms. However, it is also accompanied by significant logistical challenges, including classroom shortages, teacher recruitment difficulties, and infrastructural inadequacies, which could jeopardize the success of this critical phase.
Background of the CBC
The Competency-Based Curriculum (CBC) was introduced in Kenya to replace the 8-4-4 system, which had been in place for decades. Designed to be more learner-centric, CBC focuses on developing practical skills, knowledge, and values, moving away from the rote learning that characterized the previous system. The first cohort of CBC learners entered Junior Secondary in January 2023, and by January 2025, they will be expected to transition to Grade 9.
As part of the government’s reforms, Grade 9 forms the final year of Junior Secondary education under the CBC system. Learners are expected to study practical subjects such as pre-technical science, health education, agriculture, home science, and integrated science. This curriculum demands specialized learning environments, including classrooms and laboratories, which have raised serious concerns about preparedness.
Infrastructural Challenges
One of the most pressing issues facing the government is the construction of enough classrooms to accommodate the expected 1.5 million Grade 9 learners. According to education stakeholders, at least 32,000 new classrooms and laboratories are required to meet the demands of this transition, yet the government is currently constructing only 16,000 classrooms. While Education Cabinet Secretary (CS) Julius Ogamba has assured the public that the construction of these classrooms is on track, many are skeptical that they will be sufficient.
Bumula MP Jack Wamboka recently highlighted this issue in Parliament, noting that the lack of facilities in primary schools is alarming. “We have a situation where classrooms will be vacant in secondary schools, but we are struggling to accommodate these students in primary schools where we don’t have classrooms and other infrastructure,” Wamboka argued. His sentiments were echoed by Kabondo Kasipul MP Eva Obara, who urged the government to consider housing Grade 9 learners in secondary schools to ease the burden on primary school infrastructure.
This suggestion stems from the fact that the 2023 Kenya Certificate of Primary Education (KCPE) class was the last cohort to sit the exam under the 8-4-4 system, meaning there will be no Form 1 learners in secondary schools in 2025. As the current Form 1 learners will have transitioned to Form 2, there will be vacancies in many secondary schools that could be used to accommodate the Grade 9 learners. However, despite these calls, the government remains committed to its plan of building new classrooms within primary schools.
Teacher Recruitment and Training
Another major concern revolves around the recruitment and training of teachers to handle the CBC curriculum, particularly the technical subjects that require specialized knowledge. The Teachers Service Commission (TSC) recently announced the recruitment of 39,550 teachers for Junior Secondary schools. This recruitment drive is crucial to ensuring that there are enough teachers to manage the influx of Grade 9 learners.
However, this process has faced significant setbacks. On October 3, TSC reported technical issues with its online recruitment portal, leading to frustrations among applicants. The portal, which was opened on October 1 and set to close on October 7, became inaccessible, preventing many teachers from applying. In a statement, TSC apologized for the inconvenience and promised to restore the portal as soon as possible. This technical glitch, however, has raised concerns about whether the government will meet its recruitment deadline and whether the teachers hired will be adequately trained in time for the January transition.
The training of teachers is another area of concern. While the government has emphasized its commitment to hiring new teachers, questions have been raised about whether these teachers will be equipped with the skills needed to teach technical subjects like health education, agriculture, and pre-technical science. The complexity of these subjects requires not just theoretical knowledge but also practical teaching skills, which many teachers under the 8-4-4 system may not have.
To address this gap, a section of Members of Parliament (MPs) has called on the government to hire all 46,000 intern teachers and ensure they are trained before the start of the new school year. “We need to ensure that teachers are trained in time before January to avert possible chaos,” noted one MP during a recent debate on the government’s preparedness for the Grade 9 transition. Despite these calls, it remains unclear whether the government has the capacity to train such a large number of teachers within the next three months.
Stakeholder Concerns
Education stakeholders, including parents, teachers, and school administrators, have expressed deep concerns about the state’s readiness for the transition to Grade 9. Many are skeptical that the government can complete the required infrastructure and recruit and train teachers in time for the January deadline. The Kenya National Union of Teachers (KNUT) has also raised alarms about the potential for chaos if these issues are not addressed promptly.
One of the key concerns is the impact on learners. The CBC was designed to provide a more practical, hands-on learning experience, but without adequate classrooms, laboratories, and trained teachers, the quality of education could be compromised. Parents are worried that their children will be forced to learn in overcrowded classrooms or under-resourced environments, which would undermine the very principles of the CBC.
Some stakeholders have even suggested delaying the transition to Grade 9 until the necessary infrastructure and teachers are in place. However, the government has so far resisted calls for such a delay, insisting that it is working around the clock to ensure a smooth transition.
Government Response
Despite the challenges, the government remains optimistic about its ability to meet the January 2025 deadline. Education CS Julius Ogamba has been actively inspecting ongoing construction projects across the country and has reassured the public that the classrooms will be completed in time. He has also emphasized the government’s commitment to ensuring that teachers are recruited and trained before the new school year begins.
The government’s response to the technical glitch on the TSC recruitment portal has also been swift, with assurances that the issue will be resolved and the application deadline extended if necessary. However, this incident has cast doubt on the government’s overall preparedness, with critics arguing that it is indicative of deeper systemic issues that could hinder the success of the transition.
The Way Forward
As the clock ticks down to January 2025, the Kenyan government faces an uphill battle to ensure a smooth transition for Grade 9 learners. With just three months remaining, there is little room for error. The challenges of building enough classrooms, recruiting and training teachers, and addressing the concerns of stakeholders must be tackled head-on if the CBC is to deliver on its promise of a quality, practical education.
In the short term, the government may need to consider more flexible solutions, such as utilizing secondary school facilities for Grade 9 learners and extending the teacher recruitment deadline. In the long term, however, a more comprehensive approach is needed to ensure that the CBC can be successfully implemented across all levels of education.
The transition to Grade 9 is a critical milestone in Kenya’s education reforms. While the government’s efforts are commendable, the success of this transition will ultimately depend on its ability to overcome the significant challenges it currently faces.
