As Kenya prepares to roll out the senior secondary transition under the Competency-Based Curriculum (CBC), experts in education, sports, and technical training are raising concerns over the lack of coordination between the Ministry of Education and the Ministry of Sports, warning that it could threaten the quality and success of the new system.
Peter Kamau, the technical director of Nairobi Mini Games, expressed concern that there remains a “major challenge in aligning training standards between the ministries of Education and Sports.” He explained that the CBC’s success depends on effective collaboration to develop learners’ competencies, particularly in sports and creative arts.
“There is a challenge working between the Ministry of Education and that of Sports to bring the quality that is required. This is a competency-based curriculum. If you don’t have the professionals, how would you achieve the required quality? They should identify who is qualified to bring the profession to the students,” Kamau said.
His remarks highlight the growing concern over preparedness in implementing the new curriculum pathways, especially in schools that lack adequate sports facilities, laboratories, and qualified trainers. Analysts have stated that the CBC’s structure depends heavily on integrating practical expertise from various sectors to ensure learners gain relevant skills and competencies.
Although the Ministry of Education has stated that the Teachers Service Commission (TSC) has been retooling teachers to handle the new curriculum, Kamau noted that the role of professionals outside the classroom remains critical. He emphasised that experts, athletes, and coaches must be involved for competency-based learning to succeed, particularly in sports and creative fields.
The senior secondary level under the CBC introduces three key learning pathways: Science, Technology, Engineering, and Mathematics (STEM); Arts and Sports Science; and Social Sciences. Each pathway is designed to prepare learners for specific careers and further training. The arts and sports science pathway is one of the most diverse, encompassing performing arts, visual arts, and sports science. It aims to nurture talent, link learning to real-world opportunities, and prepare students for careers as athletes, musicians, designers, film producers, and other creative professionals.
According to education experts, collaboration between the Ministry of Education, the Ministry of Sports, and industry stakeholders is crucial for success. The arts and sports science pathway, for instance, requires access to facilities such as soundproof rehearsal studios, theatres, physiotherapy labs, sports fields, and gymnasia. It also relies on audiovisual technology for music and film modules, as well as partnerships with local arts organisations for practical exposure.
The revised senior secondary framework structures learning around the three pathways, each branching into specialised career-oriented tracks. STEM focuses on technology, engineering, and mathematics; arts and sports science covers performing and visual arts, as well as sports science; while the social sciences pathway includes humanities, business, and entrepreneurship, offering routes into law, journalism, economics, and psychology.
Experts have emphasised that the success of this model depends on adequate investment in both people and infrastructure. The model is designed to connect schooling more directly with employment and higher education opportunities. However, analysts have warned that rapid implementation without proper preparation could compromise quality delivery in schools.
Delivery of CBC content, they said, also depends on equipping institutions with resources such as libraries, laboratories, ICT infrastructure, and skilled personnel. Kenya Secondary Schools Heads Association (KESSHA) chairman Willy Kuria explained that while the government has made plans to meet these needs, implementation is still ongoing. “We have plans on paper and committed funds, but procurement, deployment, and training take time. Two months is not enough to meet lab standards and train a new cadre of specialists,” Kuria stated.
Sports expert Peter Otieno added that the CBC’s goal of producing competent and skilled graduates will not be achieved unless the government harmonises professional standards and teacher qualifications across all sectors. He observed that while the curriculum’s objectives are sound, they risk being undermined by gaps in technical expertise and infrastructure.
Education analysts further noted that creative industry collaboration is essential to ensuring that learners gain the market-ready skills envisioned in the CBC. The integration of creative and technical training bodies, they said, would help align education outcomes with job market demands.
As the clock ticks toward the full implementation of senior secondary transition, experts continue to urge the government to strengthen coordination between the ministries involved. Without shared standards, clear roles, and proper investment, they warn, the CBC’s vision of nurturing learners’ competencies and preparing them for future careers may not be fully realised.
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