Debate erupts over proposal to split Junior School under CBC

By Newsflash Writer

A proposal seeking to restructure junior school under the Competency-Based Curriculum (CBC) has ignited debate within the education sector, with stakeholders sharply divided over its implications.

The proposal, submitted to Parliament, recommends splitting junior school into two clusters, a move that would see Grades 7 and 8 retained in primary schools while Grade 9 is transferred to senior secondary schools.

If adopted, the changes would reduce primary school classes to eight, effectively reverting to the structure that existed under the 8-4-4 education system. At the same time, senior secondary schools would be expanded to accommodate four classes, again reflecting the previous education cycle.

Proposal to split junior school

The proposed changes would revise the current 2-6-3-3 CBC model to a 2-6-4-3 system, comprising two years of pre-primary education, six years of primary schooling, four years of senior secondary education, and three years at university.

According to the petition, the restructuring seeks to address challenges that have emerged since the introduction of junior secondary schools within primary institutions.

The document argues that the current junior school curriculum is overly demanding for the primary school environment and requires revision to ensure it is suitable for basic education.

The proposal was submitted by former Teachers Service Commission chief executive Benjamin Sogomo and is currently before the National Assembly’s education committee, having been formally received by Parliament in October. Parliamentary records indicate that the petition is scheduled for committee deliberations.

Curriculum and capacity concerns

The petition further contends that the junior secondary curriculum is not aligned with the capacity of most primary schools, citing inadequate infrastructure and limited resources. It calls for rationalisation of the curriculum to better suit existing learning environments.

However, the proposal has been strongly opposed by Kenya Union of Post Primary Education Teachers (KUPPET) Secretary General Akello Misori, who dismissed it as backward thinking.

Misori argued that the suggested changes would amount to a return to the discredited 8-4-4 system, which he said had already proven ineffective. He maintained that pushing learners back into primary schools for eight years does not constitute reform but represents a step backward.

“This is essentially taking us back to the old system, which was impractical and failed to meet modern education needs,” Misori said.

He added that Kenya moved away from the 8-4-4 structure to allow learners to identify and nurture their interests earlier, rather than postponing critical decisions to later stages of education.

Stakeholders divided over CBC path

Misori insisted that the challenges facing junior secondary education should be addressed through improved implementation rather than systemic restructuring. He called for investment in infrastructure, better teacher deployment, and increased staffing of specialised teachers.

“The problems at junior school can be solved by fixing implementation gaps. We can improve infrastructure and teacher deployment, but we cannot revert to the old system,” he said.

On the other hand, the petitioners argue that splitting junior secondary would help decongest primary schools while enabling older learners to access better-equipped secondary school facilities. They further claim that the proposal would restore clarity to the education pathway, which they say has been blurred since the rollout of CBC.

“There is confusion among parents, learners and even educators about where junior school belongs and who is responsible for it,” the petition states.

Under the proposed arrangement, junior school teachers would be transferred to senior secondary schools where Grade 9 would be domiciled.

Kenya National Union of Teachers (KNUT) Secretary General Collins Oyuu defended the current CBC structure, noting that it was developed through public participation and reflects the views of Kenyans.

Oyuu acknowledged the right of citizens to petition Parliament but emphasised that any changes to the education system must undergo public consultation before implementation.