Overview: A Nation Divided on CBE Grading
A nationwide survey conducted by Infotrak Research & Consulting Limited has revealed a striking dissatisfaction with Kenya’s Competency-Based Education (CBE) grading system. The poll found that only 38 percent of Kenyans report satisfaction with how CBE is currently implemented, while a majority remain unsure or dissatisfied. The findings, released on Thursday, underscore growing concerns about how students are assessed in schools across the country and what the results mean for public confidence in the education reform process.
What the Infotrak Poll Reveals
The Infotrak study surveyed a broad cross-section of Kenyan households and education stakeholders to gauge perceptions of the CBE framework, which is designed to emphasize practical skills and mastery over rote testing. While proponents say the system better prepares learners for the job market, critics argue that it has created confusion among students, parents, and teachers alike.
Key takeaways from the poll include:
- Only a minority of respondents feel the grading criteria are clear and consistent.
- Many parents and students report difficulties in understanding how grades are derived under CBE.
- Educators express concerns about resource gaps, teacher training, and assessment tools necessary for effective implementation.
Why the Numbers Matter
Educational reforms like CBE aim to align assessments with real-world competencies. However, when a significant portion of the population expresses dissatisfaction, it signals potential problems in communication, implementation, or both. Sharp drops in confidence can affect student motivation, parental involvement, and the willingness of schools to adopt or expand CBE practices.
What People Want: Reforms and Clarifications
Stakeholders are calling for clearer grading rubrics, more transparency in how competencies are evaluated, and greater support for teachers responsible for delivering CBE curricula. Some propose a phased approach that strengthens foundational literacy and numeracy before layering advanced competency-based assessments. Others advocate for better alignment between CBE goals and the resources available in public schools, including teacher training, standardized support materials, and reliable assessment tools.
Policy Implications and Next Steps
Education policymakers may need to revisit the policy design, communication strategy, and resource allocation tied to the CBE initiative. Possible actions could include:
- Public forums and feedback sessions to explain CBE grading criteria and expectations.
- Enhanced professional development programs for teachers to ensure consistent application of assessments.
- Investment in assessment infrastructure, including digital tools compatible with competency-based rubrics.
Analysts caution that reforms should be grounded in evidence from ongoing pilots and broader stakeholder input. While the 38 percent satisfaction rate is a signal of concern, it also presents an opportunity for targeted improvements that could gradually build trust in the CBE system.
Looking Ahead: Balancing Ambition with Clarity
Kenya’s pursuit of a modern, competency-aligned education system remains a central goal for its national development agenda. The current poll results highlight a critical need to bridge the gap between policy intent and classroom reality. If the concerns voiced by parents, students, and teachers are addressed through transparent communication and practical support, the CBE framework could still fulfill its promise of producing graduates who are ready for work, further study, and lifelong learning.
