Quality and Standards Assurance Officers interact during a training workshop at CEMASTEA in Karen, Nairobi, June 25, 2026. /CEMASTEA
Quality and Standards Assurance Officers (QASOs) have been challenged to spearhead the delivery of quality Science, Technology, Engineering and Mathematics (STEM) education in schools as Kenya fully transitions to the Competency-Based Education (CBE) system, which places greater emphasis on practical learning and career-oriented skills.
The call was made by CEMASTEA chairman Pius Mutisya at the close of a three-day retooling workshop held at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) in Karen.
The workshop brought together 92 QASOs from across the country to equip them with the knowledge and practical skills needed to support effective STEM teaching and learning in schools.
The training focused on strengthening participants' understanding of learner-centred pedagogies, improving lesson observation and teacher support skills, enhancing curriculum implementation and exposing officers to emerging areas such as the integration of Artificial Intelligence (AI) in teaching and learning.
Hands-on sessions formed the hallmark of the workshop, enabling participants to deepen their appreciation of classroom practices that nurture critical thinking, creativity, collaboration and problem-solving — competencies that lie at the heart of CBE.
Mutisya said quality assurance officers have a responsibility to transfer skills acquired to support teachers and ensure quality lesson delivery in line with standardised curriculum guidelines.
"As Kenya continues to advance its vision of becoming a knowledge-driven and technologically empowered nation, the quality of STEM education remains a critical pillar in shaping future innovators and problem-solvers," he noted.
The renewed focus on STEM comes as Kenya transitioned the pioneer CBE cohort into Grade 10 Senior School, where learners now specialise in three career pathways.
Unlike the former 8-4-4 system, which largely emphasised examination performance and rote learning, CBE encourages hands-on learning, competency development and early career progression.
This shift has seen STEM emerge as the most preferred pathway, with approximately 49 per cent of learners placed in STEM, 40 per cent in Social Sciences and 11 per cent in Arts and Sports.
The placement followed a national transition rate of 93 per cent from the 1,130,459 learners who sat the Grade 9 Kenya Junior School Education Assessment (KJSEA), underscoring the growing demand for quality STEM instruction in schools.
Mutisya emphasised the need for effective STEM curriculum delivery, noting that innovative teaching approaches are key to inspiring more learners to pursue the STEM pathway and contribute meaningfully to Kenya's technological and economic advancement.
The official said effective teaching and learning systems would help align classroom practices with national and global development goals while producing citizens capable of providing practical solutions to everyday societal challenges.
He reaffirmed CEMASTEA's commitment to continuous teacher support programmes to bolster Kenya's STEM teacher ecosystem into a robust resource centre sufficiently equiped to prepare learners for future opportunities.
Director of Quality and Standards Assurance in the State Department for Basic Education Evelyne Owoko echoed the call for effective STEM curriculum delivery, saying innovative approaches would enable STEM educators to attract more learners to the pathway and contribute meaningfully to Kenya's technological advancement.
She said the retooling workshop would enable participants to deepen their understanding of learner-centred teaching approaches, strengthen their lesson observation and teacher support skills and enhance their capacity to guide educators towards improved classroom practices.
Acting Director of STEM Training at CEMASTEA John Makanda said quality assurance officers play a critical role in assessing curriculum implementation, adding that equipping them with practical knowledge and tools would improve learning outcomes and prepare learners with competencies needed for the future.
According to Makanda, the officers will become valuable resource persons in supporting teachers across subcounties to improve instructional delivery.
He also reaffirmed CEMASTEA's commitment to transparency, accountability and collaboration through stakeholder engagement and informed decision-making in the education sector.
Makanda said CEMASTEA has trained 647 quality assurance officers over the past three years and is planning to train an additional 374 officers to strengthen curriculum support across the country.
"Quality assurance officers have a critical responsibility in ensuring that teaching and learning processes translate into meaningful learner outcomes. Through innovative and learner-centered approaches, we can nurture a generation equipped with the skills required for the future," he noted.
Participants welcomed the initiative, saying continuous professional development for quality assurance officers would ultimately improve learning outcomes.
Joseph Musiori from Makueni county said strengthening the capacity of quality assurance officers remains vital because their role in mentoring teachers, monitoring instructional quality and supporting curriculum implementation directly influences the quality of education learners receive.
Carol Makau from Kajiado Central said equipping quality assurance officers with enhanced skills and contemporary pedagogical approaches would help lay the foundation for a more innovative, competitive and sustainable future driven by STEM excellence.
