Kenya’s Competency-Based Education system marked a major milestone yesterday with the release of new national assessment results. The model focuses on practical skills, creativity, and problem solving abilities. It shifts learning away from memorisation and emphasises continuous assessment. The latest results reveal how learners and schools are adapting to the approach.
Learner Performance and Emerging Trends
KNEC reported strong progress in communication tasks, environmental activities, digital exercises, and problem-solving assignments. Many learners performed well in collaboration and project-based activities. Teachers noted rising confidence during presentations and group discussions. These trends show that the system is beginning to build the skills it was designed to support.
Performance varied across counties. Schools with enough textbooks, digital devices, and teaching aids recorded stronger outcomes. Institutions with limited resources struggled to deliver hands-on lessons effectively. Large class sizes also made individualized instruction difficult in some regions.
Behavioural improvements appeared in several schools. Learners became more active and engaged during lessons. Many showed enthusiasm for experiments, outdoor tasks, and creative activities. Attendance increased because the lessons felt more interactive. Digital tasks, however, exposed inequalities. Some learners lacked devices or internet access, revealing gaps in ICT distribution. The Ministry of Education acknowledged the issue and promised targeted support for under resourced schools.
Parents appreciated the detailed reports that accompanied the results. They said the feedback helped them understand their children’s strengths. Some parents, however, found the grading format confusing and raised concerns about extra costs for project materials and digital tools.
How Grading Works Under CBE
The Competency-Based Assessment model uses performance levels instead of traditional exam marks. KNEC evaluates learners through practical tasks done throughout the year. These tasks measure communication, creativity, critical thinking, social skills, and digital literacy.
Grading follows four key levels:
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Exceeding Expectations
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Meeting Expectations
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Approaching Expectations
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Below Expectations
Teachers assess how well learners demonstrate each skill. They observe how children apply knowledge in real life situations rather than how they recall facts. The final outcome combines classroom assessments and national level standardized tasks.
This grading structure gives a full picture of each learner’s abilities. It highlights mastered skills and areas needing improvement. The method reduces pressure linked to high-stakes exams and supports gradual skill development. Teachers welcomed the system but requested more training to improve consistency. TSC announced that more than 60,000 educators will receive additional training next year, focusing on assessment, digital literacy, and classroom support.
The Future of CBE in Kenya
The government outlined several steps to strengthen the CBC rollout. It plans to improve infrastructure, modernize classrooms, and expand digital learning hubs across counties. These investments aim to align schools fully with CBE requirements. The Ministry also intends to refine monitoring tools, strengthen quality assurance, and standardize reporting formats.
Despite the challenges, the future of CBE remains promising. The system prepares learners for modern careers, digital jobs, and technical fields. It supports innovation, creativity, and lifelong learning. Yesterday’s results highlighted real progress, revealed skill gaps, and showed the improvements needed. Kenya now moves forward with a clearer roadmap toward a modern and inclusive education system built on competency, practical learning, and equal opportunity for all.
