The 8-4-4 system of education in Kenya has been in place since 1985, when it replaced the previous 7-4-2-3 system. The 8-4-4 system consists of eight years of primary education, four years of secondary education, and four years of university education. The system aims to provide a broad and balanced curriculum that prepares learners for various career paths and life skills.

However, the 8-4-4 system has also faced many challenges over the years, such as overcrowded classrooms, inadequate resources, low quality of teaching and learning, high dropout rates, and poor performance in national examinations. The COVID-19 pandemic has further exacerbated these challenges, as schools were closed for several months in 2020 and 2021, disrupting the normal academic calendar and affecting the learning outcomes of millions of students.

On the other hand, the COVID-19 pandemic has also created some opportunities for the 8-4-4 system to rethink and reform its structure and delivery. For instance, the pandemic has accelerated the adoption of online and blended learning methods, which can enhance access, flexibility, and innovation in education. The pandemic has also highlighted the need for more investment in education infrastructure, such as internet connectivity, digital devices, and learning materials. Moreover, the pandemic has exposed the gaps and inequalities in the 8-4-4 system, which can motivate stakeholders to address them and ensure quality and equity for all learners.

In this blog post, we will explore some of the major challenges and opportunities that the 8-4-4 system faces in the post-COVID era, and suggest some possible ways forward to improve its effectiveness and relevance for the 21st century.