Education is one of the most important factors that determine the future of a nation. It shapes the skills, knowledge, values and attitudes of the citizens who will contribute to the social, economic and political development of their country. Therefore, it is crucial to have an education system that is relevant, effective and responsive to the needs and aspirations of the learners and the society.

In Kenya, there has been a long-standing debate about the merits and demerits of two different education systems: the 8-4-4 system and the competency-based curriculum (CBC). The 8-4-4 system was introduced in 1985 and consists of eight years of primary education, four years of secondary education and four years of university education. The CBC was launched in 2017 and aims to replace the 8-4-4 system gradually. It is based on a learner-centered approach that focuses on developing competencies such as communication, collaboration, critical thinking and creativity.

The proponents of the 8-4-4 system argue that it provides a comprehensive and rigorous academic foundation that prepares learners for higher education and professional careers. They claim that it covers a wide range of subjects and disciplines that expose learners to diverse fields of knowledge and inquiry. They also assert that it fosters discipline, diligence and excellence among learners who have to work hard to pass national examinations.

The critics of the 8-4-4 system contend that it is outdated, rigid and irrelevant to the current and future needs of learners and the society. They point out that it is too exam-oriented and rote-based, which stifles creativity, innovation and problem-solving skills among learners. They also lament that it is too overloaded and stressful for learners who have to cope with a large number of subjects and hours of instruction.

The supporters of the CBC maintain that it is a progressive and holistic education system that aligns with the global trends and best practices. They state that it is designed to equip learners with the competencies and skills that are essential for the 21st century. They emphasize that it is flexible, interactive and learner-centered, which allows learners to explore their interests, talents and potentials. They also highlight that it is inclusive, equitable and quality-oriented, which caters for the diverse needs, abilities and backgrounds of learners.

The opponents of the CBC question its feasibility, suitability and sustainability for Kenya. They doubt its effectiveness in improving learning outcomes and standards, especially in terms of literacy and numeracy. They worry about its implementation challenges, such as inadequate infrastructure, resources, teachers’ training and curriculum materials. They also fear its implications for social cohesion, national identity and cultural values, especially in terms of language policy, curriculum content and assessment methods.

The debate between the 8-4-4 system and the CBC is not a simple one. It involves complex issues and perspectives that require careful analysis and evaluation. It also requires stakeholder engagement and dialogue that involve parents, teachers, learners, policymakers, researchers, civil society and other relevant actors. Ultimately, it requires a vision and a commitment to provide quality education for all Kenyan children that will enable them to realize their full potential and contribute positively to their nation.