Former Kenya National Union of Teachers (KNUT) chairman Wilson Sossion has weighed in on the ongoing confusion surrounding the Competency-Based Education (CBE) system, attributing the challenges to poor implementation and inadequate preparation of teachers.
Speaking during a televised interview on Tuesday, January 6, 2025, Sossion said the transition from the 8-4-4 system to CBE was rushed, leaving learners, parents, and teachers struggling to adapt to the new education framework.
According to the former legislator, while CBE is conceptually sound and globally recognised as a high-order education system, its success depends heavily on how well teachers are trained and how adequately schools are resourced.
Transition From 8-4-4 to CBE
Sossion noted that the abrupt shift from the long-standing 8-4-4 system to CBE introduced systemic challenges that were never fully addressed before nationwide implementation.
“The transition itself created confusion because the system was introduced without adequate preparation,” he said.
He explained that unlike traditional education models, CBE requires a fundamentally different teaching approach—one that prioritises learner-centred instruction, continuous assessment, and skills development rather than rote memorisation.
However, he argued that many teachers were expected to adopt the new system without sufficient training or a clear understanding of its demands.
CBE Requires Heavy Investment
According to Sossion, CBE is resource-intensive and cannot function effectively without deliberate investment in key areas.
He identified smaller class sizes, specialised teacher training, adequate infrastructure, modern technology, and well-equipped learning environments as essential components of a successful competence-based system.
“CBE is a high-order system that requires heavy investment,” he said, adding that the failure to match the curriculum with adequate resources has compounded confusion across schools.
Need for Continuous Review and Reporting
Sossion further argued that the government failed to put in place mechanisms for continuous, systematic review of the curriculum during rollout.
He said regular monitoring and transparent reporting—particularly on learner performance and system gaps—are critical to addressing emerging challenges.
“Continuous systematic review and reporting are necessary to reduce confusion, especially as learners transition to Grade 10,” he explained.
The former KNUT boss warned that without such measures, learners risk poor outcomes as they progress through higher grades under CBE.
Early Warnings Ignored
Reflecting on the early days of CBE implementation, Sossion said he had raised concerns from the outset but felt his warnings were ignored.
“From the introduction of the CBE system, I had strong reservations regarding how the system was rolled out,” he said.
“I foresaw a lot of confusion and a lot of disorder.”
He revealed that studies he led at the time indicated that Kenya had not adequately prepared its teaching workforce for the demands of the new curriculum.
Teachers Were Not Ready
Sossion emphasised that teacher preparedness remains the single biggest weakness in the CBE system.
According to him, the curriculum was imposed on teachers despite clear concerns from educators, effectively locking confusion into the system.
“A curriculum is as good as the preparation of teachers,” he said, noting that insufficient training continues to undermine effective implementation.
He added that many teachers are still grappling with lesson planning, assessment methods, and learner evaluation under CBE, years after its introduction.
Comparison With Finland
To illustrate his point, Sossion drew comparisons with Finland, one of the world’s leading education systems that operates under a competence-based model.
In Finland, he noted, teachers must hold at least a Master’s degree before being allowed to teach under the system.
“Teacher training is taken very seriously in countries where competence-based education works,” Sossion said.
He contrasted this with Kenya’s situation, where many teachers were transitioned into CBE with minimal retraining.
Warning on Continued Implementation
Sossion cautioned that continuing to push CBE without fundamentally rethinking teacher training could worsen the crisis facing schools.
“If we, as a country, continue pushing CBE on learners, it is important to reconsider the training of teachers and the type of teachers,” he warned.
He argued that failure to address these gaps would deepen confusion not only among learners but also among parents who are already struggling to understand the new system.
Proposed Way Forward
As a solution, Sossion called for a comprehensive and transparent review of the CBE system.
Among his recommendations were:
- Continuous curriculum review and improvement
- Stronger monitoring and evaluation mechanisms
- Public access to implementation reports for Grades 7 to 9
- Greater involvement of universities in research, evaluation, and quality assurance
He stressed that universities have the expertise needed to assess curriculum effectiveness and recommend evidence-based improvements.
Challenges Facing Grade 10 Entrants
Sossion’s remarks come at a critical moment, as the first cohort of learners prepares to transition into Grade 10 under the CBE system.
Parents and students have raised concerns over school placement, subject pathways, assessment criteria, and readiness of institutions to handle senior secondary education under CBE.
Education stakeholders warn that without clear communication and proper planning, the confusion could negatively affect learners’ academic and emotional well-being.
Growing Public Concern
Across the country, parents, teachers, and education experts have continued to express frustration with the pace and manner of CBE implementation.
Many argue that while the goals of the system are noble, execution has fallen short, placing undue pressure on schools and families.
Sossion echoed these sentiments, insisting that reforming teacher training must be prioritised if CBE is to succeed.
Conclusion
Wilson Sossion’s critique adds to the growing debate over the future of Competency-Based Education in Kenya.
While acknowledging CBE’s potential to transform learning, he maintains that poor implementation, inadequate teacher preparation, and lack of continuous review have undermined its success.
As Kenya prepares for critical milestones such as the transition to Grade 10, his remarks underscore the urgent need for systemic reforms to ensure that CBE delivers on its promise rather than deepening confusion across the education sector.