The Kenya Human Rights Commission (KHRC) has raised concerns over the effectiveness of the Competency-Based Curriculum (CBC), arguing that significant disparities in access to quality education persist despite government investment in the sector.

Speaking in an interview with a local TV station on Wednesday, April 29, 2026, KHRC deputy executive director Cornelius Oduor said the idea behind CBC and other education reforms was to ensure all children in the country had access to quality education. But he said this is yet to be achieved.

“The entire point of CBC and education is to have quality education for all children. But what we’re seeing and what this report shows is that despite the government’s commitment to provide resources to the sector, there are still gaps,” Oduor said.

The report highlights continuing issues of resource allocation, regional infrastructure differences and implementation gaps that impact learning outcomes. Key stakeholders are suggesting that while the reforms have brought about a more competency-based approach to learning, factors within the education system have the potential to undermine this.

Now, education rights activists are pushing for more targeted support, greater accountability and support for disadvantaged and under-resourced schools to ensure CBC is delivering the desired outcomes.

These concerns come as part of the national debate about the system’s readiness to fully embrace competency-based learning at scale, especially as schools are still transitioning to different teaching and assessment models.

Grade 10 rollout faulted

The sentiments from KHCR come amid great concerns over the rollout of Grade 10 under Kenya’s Competency-Based Curriculum (CBC), exposing key gaps in teacher preparedness, infrastructure, and learning resources.

Many schools lack laboratories and trained staff, while delays in textbooks and funding constraints disrupt learning. Inequities between schools have widened, and administrative challenges in student placement persist.

Limited public awareness has also been confused, highlighting the need for better planning, investment, and stakeholder engagement to ensure effective implementation.

Additionally, weak monitoring systems and rushed implementation have limited feedback loops, making it difficult to correct early challenges. Without sustained funding, continuous teacher training, and clearer policy coordination, these gaps risk undermining the long-term goals of CBC reform.