The Kenya National Commission on Human Rights (KNCHR) has sounded the alarm over what it calls major gaps in the rollout of the Competency-Based Education and Training (CBET) system, warning that the challenges, if left unaddressed, could undermine learners’ constitutional right to quality education.
In its latest assessment released during the state of human rights address, the commission noted that although the Constitution guarantees every child free and compulsory basic education, the reality on the ground is far from what the law envisions.
KNCHR acknowledged that the government has made notable efforts, including hiring “about 76,000 teachers since 2022, with plans underway to recruit an additional 20,000 teachers by January 2026.”
But despite this progress, the commission said the country is still struggling to prepare teachers adequately for the new system.
“Most teachers were trained on teacher-centered methods and summative assessments and are not well-equipped with formative assessment, required under CBET,” the commission said, noting that while the Teachers Service Commission has begun retooling teachers, the pace and scale remain insufficient.
The human rights watchdog also raised fresh concerns over deepening digital inequalities that threaten to leave thousands of learners behind.
Since digital literacy is one of the key competencies of CBET, KNCHR says students in rural and marginalized regions are at a clear disadvantage.
Many of these areas lack electricity, reliable internet, or basic digital tools, making it almost impossible to implement technology-driven learning. Schools in such regions also struggle with overcrowded classrooms, limited learning materials, and inadequate practical equipment.
CBET (Competency-Based Education and Training) is a skills-focused model that trains learners to master practical, job-ready abilities rather than simply spending time in class.
It is built on flexible modules, allows multiple entry and exit points, and emphasizes hands-on learning — roughly 90% practical and 10% theory.
The approach, adopted in Kenya in 2023, aims to ensure graduates can demonstrate real competence and step straight into the workplace.
KNCHR extended its criticism to the higher education sector, faulting the New Higher Education Funding Model (NHEFM) for locking out low-income learners from certain university programs.
According to the commission, the unregulated cost of university courses has “rendered the NHEFM beyond the reach of many,” forcing some students to opt for cheaper programmes instead of what they qualify for or desire.
It warned that the model’s “unclear and unevenly applied bands risks deepening inequality and amounts to indirect discrimination.”
While noting the government’s pledge to revise the funding model, the commission urged swift action to protect students from disadvantaged backgrounds who are already feeling the pinch.
KNCHR also flagged delayed and inadequate capitation to schools as another persistent issue, saying it “undermines the right to education.”
It is now calling for predictable and adequate funding, consolidation of bursary schemes across different government agencies, and proper legal anchoring of CBET as directed by the courts.
