Kenyan Education System Research Articles

Exploring Interactive Learning Approaches and Technology Integration in the Kenyan Education System

Abstract This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future.

Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya

Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.

A hybrid curriculum: privileging Indigenous knowledges over western knowledges in the school curriculum in Kenya

This article explores the use of a culturally responsive pedagogy in inclusive classrooms in Kenya. Due to colonisation, the education system in Kenya has for many years reflected a British curriculum and context. Eight teachers in phase 1 and five teachers in phase 2 in four schools were interviewed. The research was conducted in central Kenya where the population is predominantly Gīkūyū (a language of central Kenya) speaking. A case study format was employed in the research. The findings indicated that teachers used Gīkūyū (the people of central Kenya) cultural ways in their teaching in inclusive classrooms but their efforts were undermined by policies that supported western teaching strategies. They said that the language used in learning and teaching, and stories and textbooks did not reflect students’ lived experiences and background. Recommendations included using a hybrid curriculum that privileges a culturally responsive pedagogy over western ways in the school curriculum.

Decolonizing Kenyan Curriculum and Self-Reliance

Purpose: Education is meant to develop capacity and enable members of society to become productive. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific defined role within the society. The colonial education system introduced the aspects of unemployment, underemployment and job seekers. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has regularly formed commissions and made reforms in the education system. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to establish the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in universities in Kenya.
 Methodology: This study utilized the descriptive survey design and the correlational research design. A sample size of 384 respondents made up of 60 members of teaching faculty and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. Descriptive statistics was used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson‘s coefficient of correlation was applied to measure the degree of influence of decolonizing curriculum on self-reliance. To test hypothesis, simple linear and multiple regression models were used to test significance between independent and dependent variable. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study.
 Findings: The study found that the contemporary Kenyan curriculum influenced self-reliance to a moderate extent and that integration of selected elements of African indigenous curriculum was capable of improving the Kenyan curriculum to a large extent. It was concluded that decolonizing curriculum had a statistically significant relationship with self-reliance among students in the Kenyan education system.
 Unique Contribution to Theory, Policy and Practice: The findings of this study will hopefully shed light on factors attributable to colonization that continue to impact on students’ attainment of self- reliance and help planners to make early interventions with regard to self-reliance in education.

Deconstructing Kenya’s Education: A Historical Paradox and Complexities

The education system in Kenya plays a crucial role in shaping the country's socio-economic development and human capital. This paper provides an overview of the education system in Kenya, highlighting its structure, key components, challenges, and recent reforms from a historical perspective. The education system consists of three levels namely primary, secondary, and tertiary education. Primary education is compulsory and caters to children aged 6 to 14 years, while secondary education is divided into two cycles: junior secondary (14 to 17 years) and senior secondary (18 to 19 years). Tertiary education includes universities, technical and vocational institutions, and middle-level colleges. In recent years, Kenya has implemented several reforms to address challenges facing education and enhance its quality and standards. Furthermore, the curriculum has undergone significant revisions to align with the changing needs of the job market and the global economy. Emphasis has been placed on STEM subjects namely Science, Technology, Engineering, and Mathematics, as well as technical and vocational education and training (TVET) to foster skills development and entrepreneurship. Despite these positive changes and several challenges, Kenya can continue to foster a well-educated populace capable of driving sustainable development and economic growth in the country.

THE IMPACT OF THE COVID-19 PANDEMIC ON VOCATIONAL EDUCATION AND TRAINING IN KENYA: A STUDY OF WEST POKOT COUNTY

This paper focuses on the impact of the Covid-19 pandemic on the education system in Kenya with reference to vocational training institutions. The paper analyses how the provision of vocational training was impacted after Covid-19 from the perspective of principals of colleges, tutors, and students. The paper collected qualitative experiences of the above-mentioned stakeholders to understand to which degree vocational education has been affected by Covid-19. This was accomplished through the use of interviews, questionnaires, and document analysis. The study has found that the Covid-19 pandemic completely disrupted learning in six public VTCs as institutions were closed and students and tutors did not meet or interact for more than eight months. It was impossible for a work-based learning model to be used by students after institutions were closed because even the industries and businesses where they were supposed to undertake their practicum and internship programmes downscaled their operations, while others closed down completely. After reopening of VTCs in January 2021, close to 34.8% of their former students did not report back because some of them dropped out, some could not pay fees, some engaged in alcoholism, drugs, and substance abuse, some emigrated to other areas to look for opportunities while some settled down in marriage. It is recommended that guidance and counselling should be continuously provided to tutors and students as a way of addressing the psychological and behavioural challenges brought about by Covid-19, tutors need to be trained on remote learning methodologies (digital skills) and county governments need to invest in setting up infrastructure to support online learning in VTCs. This research provides a realistic picture of the impact of the Covid-19 pandemic on vocational education and training in public institutions in West Pokot County which is considered to be a marginalised and arid and semi-arid region in the North-western part of Kenya.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0027/a.php" alt="Hit counter" /></p>

Impact of a gamified application on reading comprehension and attitude of Swahili among young learners in Kenya

ABSTRACT The on-going implementation of the new curriculum of the new education system in Kenya includes the administration of technology in the classroom. In this study, this was achieved through the use of a gamified app in a local private school in Kenya, a gamified Swahili app. As Swahili is the language that is Kenya's national and one of two official languages, it is an important language to master in school. The inclusion of a gamified app in addition to the traditional material used in the classroom is to increase their motivation, and engagement of the language learning process of the students. The participants expressed the enjoyment that they felt as they used the gamified app to supplement the material that they had been given to practice. This pilot study used both qualitative (using a questionnaire) and quantitative methods to gather the results of the control group (CG) and experimental group (EG) to ascertain the impact of their understanding through the pre- and posttest that the students did. The EG showed substantial improvement in the posttest after using the gamified app t(21) = −2.783, p = 0.011. Additionally, the students reported that they enjoyed using the gamified app to practice their Swahili reading comprehension materials.

CHALLENGES IN THE IMPLEMENTATION OF ONLINE LEARNING IN HIGHER EDUCATION IN KENYA

The covid 19 pandemic caused a disruption in the education system in Kenya and the whole world, instutions had to get a way of continuing with the learning process without involving the learners physically, online learning which had not been explored in the previous years was now the only option remaining for the universities in Kenya and around the world. The paper analyzes how online learning was implemented and what were the challenges and achievements of the online learning. And the way in which students adapted to the new method of instruction. Universities adopted the online learning using online learning platforms such as zoom meeting, Microsoft teams, WhatsApp groups and other platforms which enabled the online interactions between the learners and the teachers, the online learning to a large extent was successful as students were able to attend classes, make presentations and sit exams online leading to a smooth process of learning. Students and teachers experienced various challenges in using the online platforms as this was a very new idea, some students and learners lacked a stable network to carry out the online classes, this made the students and teachers to at times miss classes. Lack of a reliable source of electricity also affected the online classes as the electricity would go off without prior notice, truance on the part of student where some skipped classes out of their own wish. The challenges not withstanding online learning has achieved more in the learning process as the interaction between the teacher and learner has been improved through the use of live classes and video conferencing, this has led to universities adopting full online courses especially those that do not require practical training. However, improvements are to be introduced in the online learning such as providing recorded lessons for every lesson attended. Virtual libraries to be improved to include all materials needed for the course being studied. It has therefore been proven that online learning is a as equally effective as the face-to-face learning.

Using Technology for Learning: Generalizable Lessons from Educational Technology Integration in Kenya

This paper presents some initial findings from a multi-year partnership project on the integration of technology into the Kenyan education system. Specifically, qualitative evidence is presented on how results and lessons learned from the partnership project can be generalized and used by other research teams and projects using other technology platforms. Grounded in the critical theory of educational technology and using methodological strategies on the intersections of critical discourse analysis and critical ethnography, this paper examines technology integration in Kenyan public schools using the Learning Toolkit+ developed at the Centre for the Study of Learning and Performance at Concordia University in Montreal, Canada.

Teachers’ Training in Special Needs Education and Implementation of Competency-Based Curriculum for Early Years Learners with Disabilities in Primary Schools in Nairobi City County, Kenya

A competency-based curriculum has been adopted in the Kenyan education system. However, for learners with disabilities in regular schools, they would be learning using two separate programs, that is an inclusive education program and a competency-based curriculum program. Implementing the two programs simultaneously to this category of learners could be challenging. Therefore, this study focused on the teachers training in Special Needs Education influencing competency-based curriculum implementation for Early Years Learners with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced, and accommodated during evaluation. The researcher employed concurrent embedded design based on the mixed-method approach in gathering data. The study’s location was Nairobi City County, Kenya. The target population was 368 participants and from this target, the study sampled 16 heads of schools, 48 teachers, and 2 Educational Officers who were the respondents. The instruments of data collection were semi-structured questionnaires, an observation checklist, and an interview schedule. The piloting of instruments took place in one school with a special unit. The instruments were only accepted as valid and reliable after the results of Cronbach’s alpha coefficient of r=.75. Data were analyzed through descriptive and inferential statistics. In addition, data were prepared and organized using Statistical Package for Social Sciences into percentages, mean, Skewness, standard deviations, graphs, and tables. The researcher tested the hypothesis by use of the chisquare test at a significant level of ? =<.05. Findings disclosed that teachers with either high or low levels of training in SNE had no significant association with the level of implementation of CBC for learners with disabilities in regular class. Most teachers were trained in primary teacher education and early childhood education and lacked expertise to work with learners with disabilities. Various categories of learners present in schools were: There were no (0%) learners with physical disabilities admitted to private schools. In regards to developmental disabilities, private schools had the least 2(5%) of the children with dyslexia. Learners with behavioral/emotional disabilities who were present in private schools included: ADHD 3(7.5%), CD 1(2.5%), as compared to public schools, which had ADHD 3(7.5%), ASD 2(5%), CD 2(5%). Regarding sensory impairments, the private schools had the least 1(2.5%), while public 5(12.5%). The Low vision in private was 2(5%), while in public they were 9(22.5%), albinism 2(5%) in private schools, and none (0%) in public schools. Over half (51.28%) of teachers reported that they have trained in Competency Based Curriculum implementation and could apply the skills in teaching learners with disabilities, while slightly lower than half (48.72%) had not received any training in CBC and were unable to apply the skills. However, the level of training as ether primary teacher, early childhood education teacher or special needs education was not a predictor of competency-based curriculum implementation in classes. The study recommended a mass training of teachers in special needs education in the area of early childhood education. The study also recommended a study of the similar nature in upper primary schools.

Bridging the Gap Between Curriculum Theory and Industrial Innovation Practice: the Necessity of Augmenting Industrial Skills Training in the Kenyan Education System

Bridging the Gap Between Curriculum Theory and Industrial Innovation Practice: the Necessity of Augmenting Industrial Skills Training in the Kenyan Education System

Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework

Globally the world is experiencing rapid changes economically, socially, with new demands setting in. It is therefore necessary for every country to reform education system to remain relevant and functional. Educational philosophies provide ideas that can be applied to make education instrumental. Pragmatism is one of such philosophy which has been used to advance reforms in education. This paper examines the concept of pragmatism in terms of aims, principles and theoretical bases in guiding curriculum reforms. The need for reforms has also been highlighted. The new education system in Kenya (CBC) has been presented in terms of mission and vision and how it relates to the Kenya blue print for economic development- vision 2030. Theoretical underpinnings for CBC have also been presented. Further the paper has related the principles of pragmatism to the CBC through a critical analysis of the Basic Education Curriculum Framework in Kenya to conceptualize how ideas of the philosophy have been reflected in the new curriculum. The paper concludes that, to make education meaning, prior experiences of learners must be exploited and learner engagement must take precedence in the teaching- learning process to develop them as empowered citizens. The philosophy has been applied to a great extent in the new curriculum. To fully actualized the new curriculum, the paper recommends that more funding be provided initiated from the budget making desk to cater for additional facilities, resources and teacher development.

The case for philosophy for children in kenyan schools

The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya adopted an indirect approach of value education that advocates for integration of values within regular curriculum. This strategy seems ineffective owing to an increase in the cases of indiscipline among learners. This study seeks to examine the application of Philosophy for Children (P4C) as the architecture for implementing value-based education and the realization of Chapter Six of the Constitution of Kenya because the values thatP4C aims to nurture are highly consistent with those of the Kenyan Constitution. Through P4C, the Kenyan Education system can achieve its goal of preparing responsible and ethical citizens of high moral integrity. Chapter Six of the Kenyan Constitution has laid the cornerstone principles of Leadership, Integrity and elements of ethical citizenship. It dictates the code of conduct for state officers and responsible citizenry. Through the Competency-Based Curriculum (CBC), the Ministry of Education seeks to inculcate these principles in the learners at an early age.

Continuités et/ou discontinuités des politiques linguistiques et éducatives en rapport avec l’enseignement du français langue étrangère au Kenya (De 1963 à 2017)

Abstract: This study focuses on the continuity and/or discontinuity of language and educational policies related to the teaching of French as a foreign language in Kenya from 1963 to 2017. As a learner and teacher of French in secondary school for several years, we have observed changes in relation to the place of this language at the secondary school level, hence the interest in the Kenyan language and education policies. The objectives of the study were as follows: 1. To identify the languages ​​of instruction as evidenced in the various educational reports and at the same time identify the languages ​​continually discussed in these reports. 2. To specify the functions of each of these languages taught in Kenyan schools. 3. To identify the terms and/or expressions used in the education reports, which refer to the prestige of French. This study was based on the human capital and economics of education theory developed by Grin (1999), which explores the relationship between language and remuneration. Data collection for the study was carried out by means of questionnaires administered to teachers of French and heads of secondary schools where French is offered as a subject in the counties of Vihiga, Kakamega, Kisumu, Mombasa and Nairobi, and from education reports on language policy, for the period 1963 to 2017. Content analysis was done qualitatively and quantitatively. The study identified the languages ​​of instruction from the educational reports for the stated period and established that there is continuity and discontinuity of the Kenyan language and education policies in relation to these languages. The study also established the specific function (s) of each of these languages as well the terms and/or expressions used in the education reports that refer to the prestige of French. The results of this study would bring, on the part of the decision-makers of the country's language and educational policies, education specialists as well as teachers of French, elements of reflection and of the revalorization of French in the Kenyan education system. Keywords: Continuity, discontinuity, French as a foreign language, language and education policy

COVID-19 and Schooling of Disabled Children and Youth in Kenya: The Locus of Education in the Disaster Risk Reduction Process

This study examines the impact of the COVID-19 pandemic on primary and secondary school-age children with disabilities to assess Kenya’s disaster readiness and the current mitigating measures using the UNDRO/UNDP Disaster Management and Recovery Program framework. The vulnerability analysis of the education system in Kenya reveals gaps in implementing disaster risk reduction (DRR) programs for children and youth with disabilities. Mismanagement of insufficient resources and services (i.e., digital infrastructure and shortage of computer literate educators and government inaction and corruption) showed the extent to which COVID-19 pandemic has undermined the capacity of Kenya’s education system to prepare school-age children with special needs for citizenry responsibilities. Since DRR efforts can overlook or neglect the particular constraints of communities with disabilities within and beyond the education sector, the DRR programs should include education (i.e., physical and virtual learning) to contain the unpredictable and novel pandemics (e.g., COVID-19) and importantly, and include disabled persons and their families in the DRR committees at all administrative levels. This is vital in mitigating factors that predispose disadvantaged children to academic failure and push them to failed adult life on the periphery of society.

Material Resources Adaptation and Implementation of Cbc for Early Years Learners with Disabilities in Primary Schools in Nairobi City County, Kenya

A competency-based curriculum has been adopted in the Kenyan education system. However, learners with disabilities in regular schools would be learning using two separate programs, that is an inclusive education program and a competency-based curriculum program. Implementing the two programs simultaneously to this category of learners could be challenging. Therefore, this study focused on the material resources adaptation influencing competency-based curriculum implementation for Early Years Learners with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced, and accommodated during evaluation. The researcher employed a concurrent embedded design based on the mixed-method approach in data gathering. The study’s location was Nairobi City County, Kenya. The target population was 368 participants and from this target, the study sampled 16 heads of schools, 48 teachers, and 2 Educational Officers who were the respondents. The instruments of data collection were semi-structured questionnaires, an observation checklist, and an interview schedule. The piloting of instruments took place in one school with a special unit. The instruments were only accepted as valid and reliable after the results of Cronbach’s alpha coefficient of r=.75. Data were analyzed through descriptive and inferential statistics. In addition, data were prepared and organized using Statistical Package for Social Sciences into percentages, mean, Skewness, standard deviations, graphs, and tables. The researcher tested the hypothesis by use of the chi-square test at a significant level of α =<.05. Findings revealed that teachers with a high mean score on instructional methods adaptation for learners with disabilities also had high mean scores on implementation of CBC in a regular class. Only about 13(29.5%) of teachers occasionally adapted teaching materials to learners with disabilities. Most of the materials mentioned were missing in the class for the implementation of CBC TO learners with disabilities. Similarly, most of the materials such as tables, charts, graphics, and computers were those used in a standard classroom and therefore lacked adaptation for use by learners with disabilities in a CBC class. most schools had inadequate knowledge of material resources for learning by learners with disabilities. Most school officials failed to understand the difference between the materials used in the standard classroom and the adapted materials for special instruction for learners with disabilities which hampered the proper implementation of CBC. Only about 2(5%) of the teachers from public schools had attended seminars and workshops on special needs education, while about 14(35%) belonged to private schools. Consequently, teachers who had attended the seminars and workshops in special needs education revealed that the knowledge gained during the training improved their skills in material resource adaptation for learners with disabilities. The study recommended the need for mass training of teachers in the use of adapted material resources and adaptation of material resources for the accommodation of learners with disabilities in Nairobi, Kenya.

Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms

This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.

(Mis)schooling of Children with Disabilities in Post-independent Kenya

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya’s Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.

(Mis)schooling of Children with Disabilities in Post-independent Kenya

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya’s Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.

A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.