Educationist Davies Okombo has urged the government to urgently review the Competency-Based Education (CBE) system following what he describes as deep structural and implementation failures affecting learners across the country.

Okombo has warned that weak governance and poor coordination in the education sector could derail reforms if urgent oversight measures are not put in place.

Speaking during an interview with a local radio station on Wednesday, May 13, 2026, Okombo argued that education reforms can only succeed if the government strengthens accountability structures and ensures resources allocated to schools are properly managed.

“It is very, very important. If we have these funds consolidated, we need a stronger governance structure so that this money is not lost to outright theft and goes to schools and so forth,” said Okombo.

He added that proper oversight in the education sector would accelerate Kenya’s development ambitions and improve the implementation of the new curriculum framework.

“So if we have proper oversight and governance, I believe Kenya will reach Singapore sooner than we think,” he stated.

His remarks come at a time when concerns over the implementation of CBE continue to intensify, particularly at the Early Childhood Development Education (ECDE) level, where experts say inadequate planning between the Ministry of Education and county governments has severely affected delivery.

ECDE teachers

Studies conducted in rural pre-primary schools in Embu County several years after the rollout of the curriculum revealed that low teacher competency remained one of the biggest obstacles to effective implementation of CBE.

Researchers found that many ECDE teachers lacked adequate understanding of competency-based assessments, experiential learning approaches and curriculum design. Similar concerns had previously been flagged by the Kenya Institute of Curriculum Development (KICD).

Education stakeholders say that while many teachers welcomed the shift toward learner-centred education, the majority lacked sufficient exposure to practical child-centred teaching strategies, making classroom implementation difficult.

The latest public opinion data now shows growing dissatisfaction among Kenyans regarding how the system is being implemented and assessed.

Infotrack survey

According to an Infotrak national survey conducted between December 2025 and January 2026 across all 47 counties, 45 per cent of Kenyans expressed dissatisfaction with the CBC grading framework compared to 38 per cent who supported the system.

Another 17 per cent of respondents said they were undecided on the grading model that replaced the traditional letter-grade system.

The survey, which interviewed 1,000 adults nationwide, exposed sharp regional disparities in public confidence toward the curriculum.

Northeastern Kenya registered the highest dissatisfaction levels at 80 per cent, followed by the Coast region at 55 per cent and the Eastern region at 50 per cent.

The Nairobi and Nyanza regions also recorded notable concern, with nearly half of the respondents expressing reservations over the assessment framework.

The findings further indicated that dissatisfaction cuts across gender lines, suggesting the concerns are widespread nationally.

The Kenya Conference of Catholic Bishops (KCCB) has since joined calls for an urgent review of the system, warning that poor implementation risks turning learners into “subjects of experimentation”.

Speaking on April 16, 2026, Nairobi Archbishop Philip Anyolo criticised the government for rolling out the curriculum before adequately preparing schools and stakeholders.

“We cannot place our children in a constant mode of experimentation. The government has all the technical expertise it needs locally and internationally to have streamlined the implementation of CBE long before rolling it out,” Anyolo said.

According to the clergy, although CBE was introduced to promote critical thinking, creativity and practical competencies, the rollout exposed serious weaknesses in planning, financing and infrastructure support.

“As we have come to know it, CBE requires more teachers, equipment and financing,” Anyolo stated.

Grade 10 learners

Their concerns come amid continued complaints from schools over shortages of teachers, laboratories and learning materials as Grade 10 learners continue adjusting to the new curriculum structure.

Education analysts now warn that unless the government urgently addresses governance gaps, teacher-preparedness and funding challenges, the ambitious reforms risk widening inequalities in the education sector instead of transforming learning outcomes.