As Kenya advances its education reforms under the Competency-Based Education (CBE) system, senior schools are being restructured not only in how they teach but also in how they are equipped.

With the introduction of pathways— Science, Technology, Engineering, and Mathematics (STEM), Social Sciences, and Arts and Sports Sciences—the learning environment must evolve to match the unique demands of each specialisation.

These physical and technological requirements are essential to support competency-based, learner-centred, and practical learning.

In Part 5 of this series, I unpacked the concept of pathways, tracks, and learning areas.

In Part 6, I enhance the readers’ understanding of the pathway requirements and what senior school principals are expected to do in implementing CBE.

Requirements for STEM

The STEM pathway is instrumental in cultivating a generation of innovators and problem solvers. However, to effectively deliver this pathway, schools must make substantial investments in infrastructure and learning resources that support practical, hands-on experiences.

At the core of this setup are standard classrooms for delivering theoretical instruction, complemented by well-equipped science laboratories for Biology, Chemistry, and Physics experiments. These laboratories provide learners with opportunities to observe, investigate, and apply scientific principles in real time.

In line with the digital era, schools must also establish computer laboratories and ensure the availability of digital devices to facilitate ICT integration, including lessons in coding and computational thinking.

Access to water points is equally important, not only for hygiene but also to support agricultural activities that are a key component of Applied Sciences.

Adequate land is necessary for crop and livestock projects, enabling learners to engage in experiential agricultural learning. Additionally, workrooms for Agriculture and Home Science, along with multipurpose workshops for engineering and technical subjects, are vital for nurturing life skills and technical competence.

The provision of appropriate tools and equipment aligned with technical courses ensures learners are equipped for future careers in science and technology.

This comprehensive infrastructure promotes an environment where learners are encouraged to explore, innovate, and transform ideas into tangible solutions, laying the groundwork for Kenya’s future scientists, engineers, and technologists.

Requirements for Social Sciences

The Social Sciences pathway, on the other hand, is designed to nurture future thought leaders in the fields of language, humanities, and business.

To fully support the academic and practical needs of this pathway, schools must be equipped with specific facilities that enhance inquiry, communication, and analytical skills.

Standard classrooms are essential for enhancing in-depth discussions, guided inquiry, and the development of argumentation skills. Complementing these are well-stocked libraries that encourage extensive reading and research.

Theatres provide spaces for dramatisation, debates, and literary presentations, allowing learners to build confidence in public speaking and creative expression.

ICT tools and digital devices are also critical, enabling learners to conduct research, prepare presentations, and engage in digital communication—skills necessary in modern governance and global engagement.

Language rooms equipped for listening, speaking, and translation activities help strengthen proficiency in both local and foreign languages while promoting cross-cultural understanding.

To support studies in Geography and environmental sciences, schools require a weather station and a survey room. These facilities offer hands-on experience in collecting, interpreting, and applying spatial and environmental data.

Together, these resources create a rich learning environment that cultivates the analytical, communicative, and leadership skills needed for careers in education, diplomacy, governance, and enterprise.

Requirements for Arts and Sports Sciences

The Arts and Sports Sciences pathway is tailored for learners who excel in creative expression and physical performance. To support this unique combination of artistic and athletic development, schools offering this pathway must provide specialised and flexible learning environments.

Standard classrooms are required to deliver the theoretical foundations of both arts and sports disciplines. In addition, an art studio equipped with materials for painting, sculpting, and design allows learners to experiment and refine their visual creativity.

Display cases and tack boards within the school environment serve to showcase student work, cultivating a culture of appreciation, feedback, and peer learning.

Ample open spaces are essential for individual and group activities across both visual and performing arts, as well as for physical exercises and team sports.

These areas support movement, expression, and collaboration, which are central to the learning process in this pathway.  

By providing these resources, schools empower learners to discover and hone their talents, build discipline, and grow in confidence—laying the groundwork for successful futures in the creative industries, sports, and other performance-based professions.

Kenya’s pathway-based CBE model goes beyond curriculum reform—it is a call to action for schools to transform their environments into spaces of innovation, inclusion, and inspiration.

By aligning infrastructure with pathway needs, the country is laying the foundation for a future where every learner’s potential can be fully realised.

What Senior School principals must do  

As Kenya rolls out the CBE curriculum at the senior school level, the role of principals and teachers shall become more dynamic and demanding.

These education leaders are not just to be implementers—they are architects of change, tasked with guiding schools through one of the most significant shifts in the country’s educational history.

Transitioning from the 8-4-4 system to the CBE model means senior schools will temporarily host learners from two parallel curricula.

This dual presence calls for careful management and coordination, and the responsibility squarely lies with school heads and teaching staff.

School principals must lead the smooth integration of both the CBE and 8-4-4 systems within their institutions.

This includes planning timetables, managing resources, and ensuring that all learners—regardless of the curriculum they follow—receive quality education without interruption.

As pathways are introduced in senior schools, principals must revise the joining instructions to reflect the new expectations, subjects offered, available pathways, and infrastructure.

This helps learners and parents make informed decisions and prepares students psychologically for the journey ahead.

Principals are also expected to adapt and faithfully implement the Ministry of Education’s guidelines regarding the different pathways.

This includes allocating classrooms and facilities, overseeing teacher deployment, and monitoring curriculum delivery in each track and learning area.

CBE demands a shift in teaching philosophy and practice. School leaders must ensure that teachers are retooled and trained to adopt learner-centred approaches.

This includes continuous professional development in assessment, differentiated learning, and project-based instruction.

Principals must promote an enabling environment where learners feel safe, valued, and encouraged to explore their talents. This involves maintaining discipline, ensuring adequate facilities, integrating ICT, and promoting co-curricular activities aligned with the CBE philosophy.

Resistance to change can hinder progress.

As CBE continues to take root in Kenya, the leadership and vision of senior school principals and teachers will determine how effectively the reform delivers on its promise: to nurture every learner’s potential and prepare them for a productive, ethical, and fulfilling future.   

The author is a Professor of Chemistry at the University of Eldoret, a former Vice-Chancellor, and a Quality Assurance Expert.