Why experts are seeking coordination in senior school transition

Education Cabinet Secretary Julius Ogamba during the launch of 2025 National Examinations and Assessments Season in Nairobi. [Wilbrforce Okwiri, Standard] As the clock ticks toward the senior secondary transition, experts in sports and technical training warn that lack of coordination between the ministries of Education and Sports threatens the quality of Competency-Based Curriculum (CBC) delivery. Peter Kamau, the technical director of Nairobi Mini Games, says there is a major challenge in aligning training standards between the two ministries, noting that schools require professionals, not just teachers, to develop learners' competencies effectively. "There is a challenge working between the Ministry of Education and that of Sports to bring the quality that is required. This is a competency-based curriculum. If you don't have the professionals, how would you bring the quality that is required? They should identify who is qualified to bring the profession to the students," Mr Kamau said. Although the Ministry of Education says the Teachers Service Commission has been retooling teachers to teach the new competencies, Kamau points out that while teachers play a vital role in classroom instruction, professional input from technical experts, athletes, and coaches is essential for competency-based learning to succeed, especially in sports and creative arts. His remarks highlight growing concern over preparedness in delivering the practical aspects of the new pathways, particularly in schools without sports facilities, laboratories, or access to qualified trainers. Education analysts agree that the CBC's success depends on integrating technical expertise into the school system. For the sports and arts pathways, collaboration with professional institutions, including sports federations, technical training institutes, and creative industry bodies is key to ensuring that learners gain market-ready skills. The arts and sports science pathway, one of the three senior secondary tracks under the CBC, includes performing arts, visual arts, and sports science. It aims to nurture talent and provide learners with a route to careers as athletes, musicians, designers, filmmakers, and sports professionals. However, the pathway demands facilities such as theatres, art studios, music and film equipment, sports fields, and physiotherapy labs, resources many schools currently lack. The revised senior-secondary structure funnels learners into three pathways: STEM (Science, Technology, Engineering and Mathematics), arts and sports science, and social sciences each broken into tracks that prepare pupils for specific careers and further training. Rapid investment The model is intended to link schooling more directly to employment and higher education choices, but experts warn implementation requires rapid investment in people and infrastructure. The arts and sports science pathway splits into performing arts, visual arts, and sports science tracks. Grade 9 learners at St Mary's Nairobi taken through ambulance first aid equipment March 15, 2025. [David Gichuru, Standard] Performing arts needs studios, sound-proofed rehearsal spaces, and small theatres; visual arts requires studios, darkrooms or digital media labs, and materials storage; sports science calls for well-maintained pitches, courts, gymnasia, athletics equipment, and sports medicine facilities. Delivery also depends on audio-visual technology for music and film modules, and partnerships with local arts organisations for practical exposure. The social sciences pathway covers humanities, business, and entrepreneurship tracks, opening routes into law, journalism, economics, and psychology. Quality delivery needs modern libraries, debate and moot court facilities, media labs with editing suites, and enterprise workshops where learners can prototype small businesses. ICT remains important here too for research, simulations, and digital literacy that modern social scientists require. David Weru, the president of International Mini Games, said CBC expects teachers with specialised training not only subject knowledge but competency-based pedagogical skills. "In addition to degree or diploma qualifications, teachers should be trained in practical supervision, assessment of competencies, use of digital platforms, and safety protocols, especially for lab and workshop settings," Weru said. Effective delivery will also hinge on classroom technology and learning management systems for tracking competency progress, digital content for practical learning, and robust connectivity. Computer labs, projectors, simulation software and secure cloud platforms for student portfolios are listed among recommended resources, all of which carry recurring costs and require technical support. Kenya Secondary Schools Heads Association (KESSHA) chairman Willy Kuria says despite the blueprint, many headteachers and county officials say preparations are incomplete two months before the transition. "We have plans on paper and committed funds, but procurement, teacher deployment, and training take time. Two months is a tight window to meet lab standards and train a new cadre of specialists," Kuria said. Sports expert Peter Otieno argues that the CBC's promise of producing well-rounded, skilled graduates will remain out of reach unless the government harmonizes professional standards and teacher qualifications across sectors.

Why experts are seeking coordination in senior school transition

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