From 8-4-4 to Competency: Kenya’s Education Revolution Faces its First Real Test

Kenya, 27 October 2025 - More than 2.4 million learners across Kenya began sitting for the inaugural Competency-Based Education (CBE) national assessments this week, marking the most significant transition in Kenya’s education system since independence.

The tests, Kenya Primary School Education Assessment (KPSEA) for Grade 6 pupils and Kenya Junior School Education Assessment (KJSEA) for Grade 9, are the first national exams under the Competency-Based Curriculum (CBC), replacing the 8-4-4 system that defined generations of Kenyan learners for nearly four decades.

“Everything is ready. The learners have been prepared, the exams have been delivered, and all officials are in place,” said Prof Julius Bitok, Principal Secretary for Basic Education, while supervising the opening of an exam container at Olympic Primary School in Kibra.

According to the Kenya National Examinations Council (KNEC), 40 percent of learners’ marks will come from continuous school-based assessments while the remaining 60 percent will be drawn from national exams, a deliberate move to reduce exam pressure and reward consistent learning.

The Legacy of 8-4-4

The outgoing 8-4-4 system, introduced in 1985, was celebrated for expanding access to education but became synonymous with high-stakes exams and limited job opportunities. For decades, critics accused it of producing “memorisation machines” rather than skilled thinkers.

Under 8-4-4, success often hinged on a single test score, the KCPE or KCSE, which determined a learner’s destiny. The system also faced persistent scandals:

Exam leakages and cheating in 2015–2016, which forced the government to overhaul the testing process.

Mismanagement of Free Primary Education (FPE) funds between 2009 and 2010, when billions were lost to corruption, prompting donor freezes from USAID and DFID.

Infrastructure strain and overcrowding, as enrollment surged without proportional investment in classrooms, laboratories, or teachers.

“We built an education system that valued grades more than skills,” said Dr David Njengere, KNEC CEO.

“CBC is our chance to change that story.”

Why CBC Marks a New Chapter

The Competency-Based Curriculum aims to shift Kenya from rote learning to skill-driven education. Learners are now grouped into pathways, Arts, Sports, STEM, and Social Sciences allowing them to pursue interests aligned with personal abilities and market needs.

Unlike 8-4-4, CBC emphasizes critical thinking, creativity, collaboration, and problem-solving. Learners are evaluated continuously through projects, practicals, and presentations rather than exams alone.

The rollout, however, hasn’t been without challenges.

Teachers cite inadequate training, limited resources, and crowded classes as major obstacles. Parents, too, have complained about the cost of learning materials and frequent curriculum changes.

“The idea is noble, but the implementation feels rushed,” said Mary Atieno, a Grade 9 teacher in Kisumu.

“We are learning alongside the children, sometimes even behind them.”

Where Kenya Stands Today

The government maintains that every Grade 9 learner will transition to senior school and that expansion of facilities is ongoing.

Prof Bitok confirmed that over 3,000 new classrooms have been completed and that capitation funds were released to ensure smooth administration of the exams.

The Ministry of Education also announced that senior school placements will be based on a learner’s pathway choice rather than raw exam scores, a move expected to redefine secondary education and eventually reshape higher-learning admissions.

Education, Economy, and Equity

Education reform has long been a political and economic balancing act in Kenya. The new system must deliver skills relevant to the job market while maintaining equity for rural and marginalized learners.

Kenya spends nearly 26 percent of its national budget on education, one of the highest shares in Africa, but disparities in access persist. In arid counties such as Turkana and Garissa, school attendance remains below 60 percent.

Looking Ahead

As the first cohort sits their CBE exams, Kenya stands at a crossroads. Success will depend on sustained investment, teacher support, and honest evaluation of what works, and what doesn’t.

If successful, the new curriculum could position Kenya as a regional model for education reform one where learning is not about cramming for grades, but preparing for a changing world.

“Our learners are not competing for marks,” said Prof Bitok.

“They are building competencies for life.”