A recent report by Usawa Agenda has sent ripples through Kenya's education landscape, revealing a stark reality: three in ten Grade 6 learners cannot read a Grade 3 English story. This alarming statistic, highlighted in their "State of Education in Kenya" report, casts a long shadow over the Competency-Based Curriculum (CBC) and ignites a critical debate: who exactly is to blame for this foundational skills gap? Is it a hurried rollout by the Ministry of Education, insufficient government funding, or a systemic failure in preparing our educators?

The Usawa Agenda report paints a worrying picture of literacy levels across Kenyan institutions. The fact that a significant portion of Grade 6 students struggle with reading a story designed for much younger learners underscores a fundamental challenge in achieving the core objectives of the CBC. The very essence of CBC is to equip learners with essential competencies, and literacy is undeniably at its heart. When this basic skill is lacking, the efficacy of the entire educational framework comes into question.

The finger-pointing has already begun, and several key areas of concern emerge. One prominent question revolves around the Ministry of Education's preparedness before the ambitious rollout of the CBC. Was the groundwork adequately laid? Did the Ministry ensure that all necessary components – from teacher capacity to learning resources – were in place before embarking on such a transformative shift? The report's findings suggest critical gaps persist.

Another significant point of contention is the government's funding of the CBC model. A visionary curriculum, however well-designed, cannot flourish without adequate financial backing. Implementing a competency-based approach often requires more practical materials, updated infrastructure like laboratories, and smaller class sizes to facilitate personalized learning. If the financial allocation falls short, the noble goals of CBC become unattainable in practice. Recent reports indicate that Kenya faces a critical teacher shortage exceeding 100,000, particularly in junior secondary schools, with many schools lacking essential laboratories, further highlighting resource challenges that directly impact CBC implementation.

Perhaps one of the most critical questions concerns the training of teachers in higher education learning institutions. Has the Ministry of Education rolled out a comprehensive model to ensure that teachers, when they undergo their training, are equipped with the pedagogical skills specifically suited for teaching under the CBC model? One parent's poignant remark perfectly encapsulates this concern: "Our teachers are the ones who are yet to have CBC certificate of teaching. Very few are qualified sadly. So what do you expect with children, they will definitely not perform. They could have injected this by having more teachers who can actually teach CBC." This highlights a widespread perception that many educators are not adequately prepared for the demands of the new curriculum. While the government and Teachers Service Commission (TSC) have initiated retooling programs and mandatory CBC training for teachers, concerns about the scope and effectiveness of these programs remain.

Indeed, effective teaching under CBC requires a shift from rote learning to facilitating inquiry, critical thinking, and practical application. This demands a different set of skills from teachers, and without targeted, ongoing professional development that is suitable for this new paradigm, the curriculum's potential remains unrealized. The quality of preparation given to teachers at the university level directly influences their ability to implement CBC successfully in classrooms.

The ability of learners to acquire knowledge and skills is intrinsically linked to the environment in which they learn. This brings into sharp focus the availability of essential learning resources. Do we have enough textbooks tailored to the CBC curriculum, not just in terms of quantity but also quality and alignment with the competency-based approach? Moreover, what about other vital learning equipment? It is challenging to impart practical skills and foster competencies in an environment with insufficient tools, labs, or even adequate classroom space. The lack of proper infrastructure directly hinders the practical and hands-on learning that CBC champions.

Students themselves are not to blame; their role is to attend school and absorb what is offered. The onus lies on the system to provide an enabling environment for learning.

The frustrations with CBC's implementation are so profound that some parents are vocalizing a desire to revert to the old 8-4-4 system. This sentiment, expressed by another parent who thought "it would be better if the ministry just reinstated the 844 system," underscores the significant apprehension and perceived shortcomings of the current transition. While the 8-4-4 system had its own well-documented flaws, the call for its return signals a lack of confidence in the current direction and a yearning for stability and perceived effectiveness.

Ultimately, the Usawa Agenda report serves as a stark reminder that while the intentions behind CBC are commendable – aiming to produce a more globally competitive and skilled workforce – the execution has encountered substantial roadblocks. Addressing the core issues of teacher preparedness, adequate funding, and the provision of essential learning resources is paramount if Kenya is to realize the true potential of its ambitious educational reform and ensure that every learner gains the foundational skills necessary to thrive.