CBC senior school transition raises implementation concerns

The transition of the first cohort of learners under the Competency-Based Curriculum (CBC) to senior school has raised concerns over aspects of implementation.

Education stakeholders say the move from junior to senior school, intended to guide learners into specialised tracks based on their abilities and interests, has instead been accompanied by concerns over career guidance, communication, and school preparedness.

Maurice Mutisya, a research lead at Zizi Afrique Foundation, says some of the challenges being witnessed could have been avoided.

“This transition was meant to be a smooth process anchored on clear objectives, but what we are seeing is that many of those objectives are not being fully realised,” Mutisya said.

Under CBC, junior school education is structured to prepare learners for senior school by exposing them to different academic and career pathways.

However, Mutisya said the intended balance between academic ability, interest, and potential is not being achieved in some cases, leading to confusion and dissatisfaction among learners.

“At the end of junior school, a learner should be able to make a decision based on their academic ability, their interests, and their potential. But that balance is missing in many cases,” he said.

He noted that a growing number of Grade 10 students are already seeking to change pathways or transfer schools shortly after placement.

“We are seeing learners wanting to change pathways because the choices they made earlier do not reflect who they are. That is a major concern,” Mutisya added.

Mutisya attributed the mismatch to external pressures, including peer influence and parental expectations.

“Some learners are choosing pathways because their friends are taking them, especially in areas like STEM. Others are influenced by what parents want them to become, rather than what suits them,” he said.

According to him, such decisions may leave some learners struggling academically or feeling misplaced once they join senior school.

“When they fail to meet the required scores or are placed in pathways they did not expect, they begin to question the system. That is why we are seeing increased requests for changes,” he said.

Mutisya also pointed to the absence of structured career assessment tools in schools as a key gap.

“There are psychometric tools that can help assess a learner’s interests, abilities, and potential, but these are not being widely used in our schools,” he said.

He noted that without such tools, pathway selection may remain subjective and prone to error.

Despite CBC’s emphasis on holistic learning, Mutisya said the system appears to be placing more emphasis on exam-based placement.

“We are seeing placement discussions being driven largely by performance categories like ‘exceeding expectations’ rather than a broader understanding of the learner,” he said.

He said this may affect efforts to recognise diverse talents beyond academics.

“A learner who is gifted in sports or arts should be guided accordingly, but those considerations are not being prioritised,” he added.

Mutisya said effective pathway selection requires close collaboration between teachers, parents, and learners, a process he noted is currently not consistent in all cases.

“The system expects teachers, parents, and learners to sit together and make informed decisions, but that is not happening consistently,” he said.

He warned that without such engagement, learners may be left to make decisions without adequate guidance.

The transition process has also been affected by communication gaps, leaving some parents and learners unclear about key aspects of the system.

Mutisya cited the introduction of new school categories C1, C2, C3, and C4 as an example.

“There was not enough communication to help parents understand what these categories mean. Some assume certain placements are inferior, which is not necessarily true,” he said.

He noted that this has contributed to anxiety and resistance among some parents.

The expert also raised concerns about the unequal distribution of resources across schools, which he said could affect the success of CBC.

“A learner in a rural day school should have access to the same facilities and quality of teaching as one in a former national school,” Mutisya said.

He emphasised that achieving equity in education requires investment in infrastructure, staffing, and learning materials.

“If we do not address these disparities, we may continue to see inequality in outcomes,” he added.

Mutisya further pointed to gaps in teacher preparedness, particularly in handling specialised senior school pathways.

“Teachers need adequate training to deliver the new curriculum effectively at the senior school level,” he said.

He also stressed the need for timely provision of teaching and learning materials.

“Schools must be equipped early enough to handle incoming learners. Preparedness is key to a successful transition,” he said.

Mutisya urged the government and education stakeholders to address the identified issues.

“The system itself is well designed, but the implementation needs to be strengthened,” he said.

He called for enhanced career guidance, improved communication, equitable resource distribution, and stronger stakeholder collaboration.

“If we align learners with the right pathways from the start, we may have smoother transitions and better outcomes. But if we ignore these issues, we risk derailing the entire system,” he warned.