Overview: Low Approval for the CBE Grading System
A nationwide survey released by Infotrak Research & Consulting Limited on Thursday reveals that only 38 percent of Kenyans are satisfied with the Competency-Based Education (CBE) grading system. The finding highlights a notable gap between policy aims and public perception, prompting educators, policymakers, and parents to revisit how CBE is implemented and communicated across schools.
Understanding the CBE Grading System
The Competency-Based Education approach emphasizes mastery of specific skills and competencies, rather than the traditional time-based progression. In Kenya, the CBE framework is designed to foster practical knowledge, critical thinking, and problem-solving abilities among students. Proponents argue that CBE better prepares learners for work, higher education, and daily life by focusing on demonstrable competencies rather than rote memorization.
Why Public Confidence May Be Waning
Several factors could explain the lukewarm reception of CBE in the poll findings. First, awareness and understanding of what CBE entails may vary widely among families, teachers, and local communities. Some respondents might equate “competency” with standardized tests or may fear that shifting evaluation criteria could affect admission to universities and career opportunities. Second, implementation challenges—ranging from curricular alignment to teacher training and assessment practices—can leave gaps between policy promises and classroom realities. Finally, inconsistent resources, including assessment tools and supportive learning environments, can hinder the reliable measurement of competencies at scale.
Implications for Students and Parents
The perception of CBE’s effectiveness has direct consequences for student motivation and parental confidence. When communities feel uncertain about how progress is tracked, students may experience anxiety about grades, transitions between grade levels, and eligibility for scholarships. Schools may need to invest in clearer communication about what CBE measures, how progress is reported, and what support services are available to help learners meet defined competencies.
What Stakeholders Are Saying
Education experts and policy advocates have called for greater transparency around CBE assessment criteria and benchmarks. Critics argue that without robust teacher development and standardized assessment frameworks, the system risks inconsistency between schools. Supporters, however, maintain that with proper training, CBE can deliver meaningful insights into a student’s strengths and areas for growth, guiding targeted interventions.
Actions Under Consideration
Experts suggest several actionable steps to improve satisfaction and outcomes under the CBE model. These include:
– Expanding professional development for teachers on CBE assessment methods.
– Creating clear, accessible guides for parents and students explaining how competency milestones are determined and reported.
– Aligning school curricula with workplace and higher-education expectations to ensure relevance.
– Piloting enhanced feedback mechanisms that show concrete progress toward mastering specific competencies.
– Ensuring equitable resource distribution so that all schools can implement CBE with fidelity, regardless of geography or funding levels.
What This Means for the Education System
Polling data like this 38 percent satisfaction rate can serve as a catalyst for constructive reform. If policymakers respond with targeted investments, stronger communication, and improved assessment tools, the CBE system could gradually build public trust. Conversely, prolonged confusion or perceived misalignment between policy and practice may fuel calls for alternative assessment models or a recalibration of the CBE framework to better fit Kenyan classrooms.
Looking Ahead
As Kenya continues to refine its education strategy, the dialogue around CBE’s merit, implementation quality, and measurement will likely intensify. Stakeholders—teachers, parents, students, and government agencies—will need to collaborate to translate the rhetoric of competency into tangible learning gains, ensuring that the system lives up to its promise of preparing learners for a rapidly evolving world.
