Education stakeholders have raised concerns about a shortage of 1,600 labs in day schools, saying this threatens the effectiveness of Science, Technology, Engineering and Mathematics (STEM) education.

The issue was highlighted in a national report presented to stakeholders at the Kenyatta International Convention Centre in Nairobi following county-based dialogues on education quality and learning outcomes in competency-based education.

The report called for strategic resource allocation, prioritising schools with the most critical needs. It identified several challenges facing Kenyan schools, including inadequate funding, disparities in teacher distribution, infrastructure deficits, and regional inequalities that hinder the full implementation of the Competency-Based Curriculum (CBC).

Practical learning

 Stakeholders expressed concern that many day schools lack well-equipped labs, making it difficult for students to engage in practical learning under the STEM pathway.

Similarly, the technical studies track suffers from a shortage of workshops, while arts and sports facilities remain insufficient in senior schools. These deficiencies hinder the holistic development of students pursuing these disciplines.

Overcrowded classrooms present another challenge to implementing the interactive and student-centred learning approaches crucial for CBE. The report noted a pressing need to increase classroom floor space to support activity-based learning effectively.

Limited access to electricity and the internet in some schools creates barriers to effective CBE implementation, restricting digital learning and research opportunities in an increasingly technology-driven world.

To address resource shortages, stakeholders suggested establishing resource centres in every sub-county to facilitate sharing among schools, ensuring all learners have access to necessary materials and facilities regardless of their school’s individual capacity. “The Ministry of Education and KNEC [the Kenya National Examinations Council] should release official guidelines on how the junior school grading system influences placement,” the report says

Different pathways

Mathematics will be structured to align with different pathways to ensure learners meet the minimum requirements for higher education.

” The report underscored the necessity of continuous professional development programmes for senior school teachers, as CBE requires new pedagogical approaches. Special attention was directed toward vocational and special-needs schools, with calls for comprehensive assessments to identify specific facility, equipment, and human resource needs. Financial constraints emerged as another major concern. Stakeholders cited unauthorised levies in schools, a practice that burdens parents and undermines the principle of free basic education.

The Ministry of Education warned that schools charging illegal fees without receipts will face disciplinary action and is conducting audits to ensure compliance with fee regulations. Recognising the high costs associated with technical and STEM education, the government is exploring a tiered capitation structure and considering public-private partnerships to support infrastructure development. A senior school funding model for Grade 10 is also being developed to rationalise student funding based on specific pathway requirements.

“The Ministry of Education and Treasury are working to ensure timely disbursements of capitation funds. Schools will be encouraged to seek alternative funding sources through partnerships and grants,” the ministry stated.

The transition from lower to senior secondary levels remains challenging. While the ministry had developed guidelines for the Grade 10 transition, feedback revealed that awareness of these guidelines among teachers, parents, and learners remains low

Transition guidelines

 The report recommends wider dissemination of transition guidelines and greater learner involvement in developing policies that affect them.

“The ministry should publish and disseminate the Guidelines for Transition from Grade 9 to Grade 10 as well as the Career Guidance Guidelines to ensure effective placement of learners and appropriate career choices,” the report recommends.

It also calls for a re-entry framework to support learners who drop out at various CBE levels and urges KNEC to create a system facilitating the admission and certification of learners from different educational backgrounds. While challenges persist, the signals a turning point in Kenya’s education system. It reflects a collective effort to build a more inclusive, equitable, and future-ready education system

Role of collaboration

 The report highlights the crucial role of collaboration between the government, schools, communities, and development partners in ensuring the success of CBE.

The report, which drew insights from all 47 counties, aims to bridge the gap between grassroots experiences and national policymaking during this critical time of implementing the Competency-Based Curriculum, which emphasises skills, creativity, and practical learning over traditional rote memorisation.

It ensures that county-level concerns align with national priorities and facilitates coordinated responses to governance, economic, and social issues.

As Kenya continues to evolve its education system to meet the demands of a dynamic global economy, the report provides a blueprint for action and testifies to the power of dialogue in driving meaningful change.