KNUT Issues New Demands Ahead Of School Reopening

The Kenya National Union of Teachers (KNUT) has issued a strong appeal to the Ministry of Education, urging it to expedite the release of capitation funds to schools ahead of the upcoming second term, set to commence on Monday, April 28.

Speaking on Sunday, April 27, KNUT’s Secretary General, Hesbon Otieno, emphasized the critical importance of timely funding to ensure a smooth start to the term, particularly in light of the major educational transitions expected this year.

Otieno pointed out that the second term is a pivotal period for students, especially those in Grade 9, who will, for the first time, select their senior secondary school pathways under the newly introduced Competency-Based Education (CBE) system.

According to him, without sufficient financial support, schools may struggle to adequately prepare for and implement these significant academic and structural changes.

“The Ministry must release the 30 percent capitation expected for the second term before schools reopen,” Otieno stated. “Moreover, any outstanding balances from the first term must also be disbursed promptly. Schools should begin the term on a clean slate, financially equipped to handle the demands of this critical transition.”

The Secretary General stressed that delayed funding could derail preparations for the transition into the new pathways, causing unnecessary frustrations among school heads and administrators.

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“We are entering a sensitive period where students are expected to make important decisions about their educational and career trajectories. Without proper funding, institutions will face logistical challenges that could negatively impact the entire exercise,” he warned.

Grade 9 students will be the first cohort under the CBE system to transition into senior secondary school, marking a historic shift in Kenya’s education framework.

Beginning in Grade 10, students are expected to specialize in one or two of three available pathways: Arts and Sports Science, Social Sciences, and Science, Technology, Engineering, and Mathematics (STEM). The selection of these pathways will be based on both academic merit and the personal interests of students, ensuring that they embark on a journey aligned with their career aspirations.

The Competency-Based Education approach is designed to equip students with practical skills and knowledge relevant to the modern job market, a departure from the traditional theoretical focus of the now-phased-out 8-4-4 system. However, the roll-out of this new system has not been without its challenges.

Recently, the Ministry of Education found itself at the center of controversy after announcing that only students pursuing the STEM pathway would be required to study mathematics, a move that was met with public uproar. Under the old system, mathematics was a compulsory subject across all disciplines.

After intense criticism from educators, parents, and other stakeholders, the ministry reversed its decision, clarifying that a form of mathematics instruction would remain mandatory across all pathways to maintain a balanced and comprehensive education framework.

In addition to the curriculum changes, the education system underwent a major terminological shift earlier this month. On Friday, April 15, the Competency-Based Curriculum (CBC) was officially renamed to Competency-Based Education (CBE).

This rebranding, according to the Ministry, was intended to simplify the learning pathways, enhance accessibility, and reduce the overall cost of education for Kenyan students and their families.

Despite these adjustments, many stakeholders, including KNUT, have voiced concerns about the preparedness of schools to implement the new model. Adequate funding, they argue, is a foundational requirement for the success of the CBE initiative. Schools need resources to invest in infrastructure, training for teachers, career guidance for students, and materials necessary for specialized learning under the different pathways.

“We are not just asking for capitation for the sake of it,” Otieno reiterated. “We are asking for the government to fulfill its obligation to the future of this country. An underfunded education system cannot deliver the transformative outcomes envisioned under CBE.”

As schools gear up for the second term, the focus now shifts to the Ministry of Education’s response to these calls. Education stakeholders, parents, and students alike are eagerly awaiting the release of funds, hoping that timely action will avert disruptions and ensure that the transition to the senior secondary pathways is as smooth and successful as envisioned.

The coming weeks will be critical, not just for the current cohort of Grade 9 students, but for the broader success of the education reforms that Kenya has embarked upon.

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