Kenyan Schools Grapple with Dual Curriculum Challenge Amid Educational Transition

 

By John Kariuki 

As Kenya transitions from the decades-old 8-4-4 education system to the new Competency-Based Curriculum (CBC), schools across the country are navigating the daunting task of running both systems simultaneously — a situation that is testing the limits of leadership, infrastructure, and educational planning.

In a detailed opinion piece published on August 30, Dr. Paul Wanjohi, Executive Director at Sharp Education Centre, shed light on the complex realities facing school administrators, teachers, and learners in this period of educational reform.

“This is a defining moment for Kenyan education — and how we manage it will shape the future of our learners and the nation at large,” said Dr. Wanjohi.

Mounting Challenges

Among the top challenges highlighted is the issue of timetabling conflicts, with schools struggling to allocate classroom time and space to both CBC and 8-4-4 students without compromising academic quality.

The staffing crisis is another pressing concern. Teachers are being stretched thin, often required to switch between two fundamentally different teaching approaches: the exam-focused 8-4-4 and the interactive, skills-oriented CBC. “Without proper training and support, teacher burnout becomes a real risk,” Dr. Wanjohi warned.

In addition, schools are dealing with infrastructure constraints. Many lack sufficient classrooms, laboratories, and play areas to support the simultaneous demands of two distinct curriculums.

Financial strain has further compounded the issue. Schools require more resources for learning materials, staff, and facilities — costs that often trickle down to parents already struggling with high fees.

Confusion around the transition is also rife. Poor transition management has left many parents and learners uncertain about where they fit in the changing system, creating anxiety and mistrust.

Paths Toward Progress

Despite the hurdles, Dr. Wanjohi emphasized that solutions are within reach. He called for innovative timetabling, teacher empowerment through continuous training, and better resource optimization, such as multipurpose facilities and shared learning spaces.

He also advocated for collaborative financing, urging schools to engage parents, alumni, and donors in supporting the transition. Most critically, he underscored the need for clear and consistent communication to build confidence and manage expectations.

An Opportunity in Disguise

Education experts believe that although the dual curriculum period is fraught with complications, it offers a rare chance for Kenya to rethink and reshape its education system.

“This challenge is also an opportunity for growth and innovation,” Dr. Wanjohi noted, calling on policymakers and school leaders to remain steadfast and forward-thinking.

As Kenya prepares to fully phase out the 8-4-4 system in the coming years, all eyes will be on how schools navigate this critical juncture — and whether they can maintain quality and equity in education during this historic transition.