- Usawa Agenda Director Emmanuel Manyasa has written to President William Ruto about CBC challenges.
- The letter highlights four key issues: lack of a dedicated agency, deviation from CBC principles, funding problems, and inadequate teachers and infrastructure.
- Manyasa warns that CBC could collapse without urgent intervention.
- Proposes restructuring secondary schools into categories based on pre-8-4-4 models.
The Competency-Based Curriculum (CBC) continues to face serious hurdles, with Usawa Agenda Executive Director Emmanuel Manyasa calling on President William Ruto to intervene before the system collapses.
In an open letter, Manyasa describes the transition from the 8-4-4 system as chaotic, causing stress to learners, parents, and private education investors. He blames haphazard implementation, lack of accountability, and underfunding for the difficulties facing CBC.
“It is with great humility that I pen this letter to you (President Ruto) on this International Day of Education with this unique request: save the CBC from collapse. I believe that I speak for many.”
Manyasa criticizes the previous administration, accusing it of mishandling CBC implementation and forcing teachers and education stakeholders to comply with a flawed system.
Four Key Concerns on CBC Implementation
According to Manyasa, the CBC system is struggling due to:
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Lack of a Dedicated Agency
- There is no clear body responsible for coordinating and managing the transition, leading to confusion and inefficiency.
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Deviation from CBC Framework
- The original vision of CBC has been compromised by poor execution, risking the success of the reform.
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Funding Uncertainty
- Unpredictable and fragmented financing has caused delays in implementation.
- CBC started without a clear financial plan, making it difficult to ensure smooth operations.
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Inadequate Teachers and Infrastructure
- The shortage of qualified teachers and poor school facilities are undermining the quality of education.
- Junior Secondary Schools (JSS), a key component of CBC, lack sufficient resources to support learners.
“The implementation process was botched from the start, with no proper funding and no clear plan. This has created unnecessary hardship for students, teachers, and parents.”
Proposed Solution: School Recategorization
Manyasa suggests reviving a structured secondary school model, similar to pre-8-4-4 education. He proposes dividing secondary schools into four categories:
- Category One – Junior School (Day schools).
- Category Two – Junior & Senior School (Humanities stream).
- Category Three – Junior & Senior School (Humanities and STEM streams).
- Category Four – TVET institutions for Senior School (Technical stream).
This model would:
- Reduce pressure on secondary schools by allowing JSS to remain day schools.
- Utilize TVET institutions to absorb students in the technical stream.
- Alleviate teacher shortages by distributing learners more effectively.
Manyasa believes this approach aligns with CBC goals while making implementation more realistic and sustainable.
“This plan is easy to implement since most secondary schools are already day schools. It will also prevent a catastrophic teacher shortage in senior schools.”
With growing concerns from parents, teachers, and education experts, Manyasa’s letter raises critical questions about whether CBC will survive or collapse under mismanagement.
The ball is now in President Ruto’s court to either fix the flaws or risk another failed education reform in Kenya.
