Some CBC Subjects Lack Qualified Teachers—Hon. Mbui.
Robert Mbui, the Member of Parliament for Kathiani Constituency, has raised the critical issue of teacher shortages in Kenyan schools.
Speaking in Parliament, Mbui pointed out that despite claims of free primary and secondary education, many schools are severely underresourced in terms of teaching staff.
He emphasized that parents often have to contribute money to pay for teachers, undermining the concept of free education.
Mbui stressed that education primarily revolves around tuition, which includes paying teachers to provide essential services. Therefore, when parents cover the costs of teachers, the education system cannot truly be considered free.
Junior Secondary and CBC Challenges
Mbui also raised concerns about the introduction of junior secondary education and the competency-based curriculum (CBC).
He noted that the new system, which brings additional challenges beyond just the number of teachers, has exacerbated the problem of inadequate teachers.
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The competence of existing teachers to handle the new CBC subjects is questionable, with most graduate teachers only trained to teach traditional subject combinations like English and Literature or geography and business.
According to Mbui, subjects such as Integrated Science, Health Education, Pre-technical Studies, and Sports under the CBC lack qualified teachers.
He pointed out that no teacher, not only in Kenya but globally, has received specific training to teach some of the combined subjects under the CBC. He voiced his concerns about forcing teachers to teach subjects for which they lack professional qualifications.
“There are subjects that are being taught and offered to be taught in our schools that have not trained teachers, not in Kenya, not in Africa, not in the world. There are some subjects that have been combined; there’s no one technically capable of teaching those subjects, said Mbui.
As the first cohort of students under the Competency-Based Curriculum (CBC) prepares to advance to Grade 9 in January 2025, there are growing concerns about the education sector’s readiness.
Key challenges include inadequate infrastructure and a shortage of junior secondary teachers, both of which pose significant obstacles to a smooth transition. Originally, the infrastructure for junior secondary education was to be developed in secondary schools.
However, the introduction of a presidential working party on education reforms by the new administration led to the decision to keep junior secondary schools within primary schools.
This shift has led to uncertainty about whether the necessary classrooms and laboratories can be constructed in time, with a December 2024 deadline looming ahead of the Grade 9 transition.
“The practicality of putting up classrooms and other facilities like laboratories by December 2024 before the start of grade Nine lessons in January 2025 is in doubt”
Classroom and Laboratory Needs
Hon. Robert Mbui raised concerns about the urgent need for additional classrooms and laboratories.
The transition of approximately 1.5 million Grade 8 students to 32,000 primary schools across Kenya requires the construction of around 32,000 classrooms, a number that may increase to 60,000 depending on school sizes.
In addition to classrooms, laboratories are essential for teaching subjects like Integrated Science, Health Education, and Home Science, making the shortage of such facilities a major issue.
Proposed Solutions
To mitigate these challenges, several solutions have been suggested:
- Expedite Fund Distribution: Mbui emphasized the need to release funds quickly, particularly from the Constituency Development Fund (CDF) and the Ministry of Education, as delays are hampering infrastructure development.
- Increase Education Budget: A larger budget allocation for the Ministry of Education is crucial to address the need for classrooms, laboratories, and qualified teachers.
- Settle Outstanding Debts: The Ministry of Education must also resolve any outstanding debts to ensure the smooth implementation of CBC reforms.
Policy Inconsistencies and Criticisms
Mbui criticized the frequent changes in education policies with each new administration, pointing out the lack of continuity and proper planning.
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He cited past initiatives, such as the introduction of laptops for Grade 1 students, which were poorly executed and failed to meet their intended goals.
Mbui stressed the need for more stable and well-thought-out reforms to guarantee the success of the CBC system.
Some CBC Subjects Lack Qualified Teachers—Hon. Mbui.
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