Overview: A Surprise Result From a National Survey
A recent nationwide poll conducted in Kenya has revealed a modest level of satisfaction with the Competency-Based Education (CBE) grading system. According to Infotrak Research & Consulting Limited, only 38 percent of Kenyans expressed satisfaction with how the CBE framework assesses students. The finding, released on Thursday, highlights a broad gap between policy intentions and public perception, raising questions about implementation, communication, and the day-to-day experiences of learners and educators across the country.
What the Poll Measures and Why It Matters
The poll surveyed a representative cross-section of Kenyans, including students, parents, teachers, and school administrators. It aimed to gauge attitudes toward the CBE grading system, which was introduced to shift away from traditional exam-centric evaluation toward ongoing assessment of skills, competencies, and practical understanding. While supporters argue that CBE better reflects real-world abilities and prepares students for higher learning and the job market, critics warn that inconsistent application, resource gaps, and confusion over scoring can undermine its effectiveness.
Key Factors Behind the Low Satisfaction
- Communication gaps: Many respondents reported unclear explanations of how CBE scoring works and what criteria determine grades.
- Inconsistent implementation: Schools vary in how they administer ongoing assessments, portfolio work, and competency demonstrations.
- Resource constraints: Some institutions struggle with the materials, teacher training, and digital tools needed to reliably assess competencies.
- Transition challenges: Parents and students who were accustomed to traditional exams may find the shift to continuous assessment confusing or stressful.
Implications for Students and Educators
The 38% satisfaction rate may signal broader concerns about equity and readiness under a competency-based model. If students feel the system’s expectations are unclear or unevenly applied, confidence in learning outcomes and motivation could waver. Educators, meanwhile, face the dual challenge of delivering consistent assessments and communicating progress in a way that is meaningful to learners and families.
Policy and Public Response
Education policymakers may view the poll as a barometer for program reception rather than a verdict on the CBE concept itself. Advocates argue that improvements in teacher professional development, standardized guidelines for performance criteria, and investment in digital assessment tools could bolster confidence in CBE. Critics, however, call for a phased rollout, clearer benchmarks, and better transparency around how competencies translate into final grades and opportunities for advancement.
What Comes Next for Kenya’s CBE Initiative
To address the dissatisfaction, several steps could help strengthen trust in the CBE framework:
– Clear, consistent communication: Schools should publish user-friendly guides explaining grading rubrics, timelines, and what each competency entails.
– Enhanced teacher training: Ongoing professional development can ensure educators apply assessments uniformly and interpret results clearly for students and parents.
– Resource investment: Equipping classrooms with the tools needed for practical assessments—laboratories, software, and materials—can reduce disparity between schools.
Looking Beyond the Numbers
While the 38% satisfaction figure is notable, it should be interpreted within the broader context of ongoing education reform in Kenya. A successful shift to competency-based evaluation requires sustained collaboration among government bodies, schools, teachers, students, and communities. The poll underscores the work ahead: refining implementation, improving communication, and ensuring that CBE delivers tangible benefits in learning outcomes and future opportunities for Kenyan learners.
