Nearly Half of Kenyans Express Deep Dissatisfaction with CBC Grading System, New Poll Reveals

Infotrak Survey Exposes Growing Public Discontent with Competency-Based Curriculum Assessment Framework as Grade 10 Placement Controversy Deepens

Nairobi, Kenya – A striking new national opinion poll has revealed widespread public dissatisfaction with Kenya’s Competency-Based Curriculum grading system, with nearly half of all Kenyans expressing unhappiness about how the government assesses students under the contentious new educational framework.

ALSO READ: KUCCPS CEO Signals End of C+ University Entry Requirement Under New Curriculum

The comprehensive Infotrak survey, conducted between December 2025 and January 2026 across all 47 counties, paints a concerning picture of public sentiment toward one of Kenya’s most ambitious educational reforms. The poll interviewed 1,000 adult Kenyans and found that a substantial 45 percent are dissatisfied with the CBC grading framework, while only 38 percent expressed satisfaction with the grading system that has replaced traditional letter grades.

Perhaps most telling, 17 percent of respondents remained completely unsure about their stance on the grading system, suggesting confusion and lack of clarity about how the new assessment framework actually works – a finding that education experts say undermines the fundamental credibility of the entire CBC transition.

Regional Disparities Paint a Grimmer Picture

The national dissatisfaction figures, while alarming on their own, mask even more dramatic regional variations that suggest the grading controversy has not affected all parts of Kenya equally.

North Eastern Kenya recorded the highest dissatisfaction rate at a staggering 80 percent – a figure that education analysts describe as a near-total rejection of the grading approach by communities in that region. This overwhelming opposition raises serious questions about whether the CBC grading system adequately accounts for regional educational disparities and local contexts.

The Coast region followed with 55 percent dissatisfaction, while the Eastern region recorded 50 percent, indicating strong regional unease with the assessment approach that many parents and educators say prioritizes bureaucratic categories over meaningful measurement of student learning.

Nairobi and Nyanza regions also showed notable concern, with nearly half of respondents in these areas expressing dissatisfaction with the assessment framework. Even in regions showing relatively lower dissatisfaction rates, the numbers remain substantial enough to signal a nationwide crisis of confidence in how Kenya measures student achievement.

Dissatisfaction Cuts Across Demographics

The Infotrak survey revealed that dissatisfaction with CBC grading cuts almost evenly across gender lines, suggesting the grading concerns transcend demographic boundaries and represent a genuinely national issue rather than one confined to specific population segments.

However, age-based analysis showed particularly high opposition among older respondents, especially those aged 46 years and above – a demographic that likely includes most parents with school-going children currently navigating the CBC system. This finding is significant because it suggests that those most directly affected by the grading system through their children’s educational journeys are precisely those expressing the strongest opposition.

The age pattern indicates that younger Kenyans without school-age children may be more willing to give the new system a chance, while parents actually experiencing the Grade 10 placement process firsthand have developed serious reservations about how their children are being assessed and categorized.

Government Defends Merit-Based System Amid Mounting Criticism

Despite the widespread public dissatisfaction revealed by the poll, government officials have maintained a firm defense of the CBC grading and placement system.

Education Cabinet Secretary Julius Ogamba has repeatedly defended the system, explaining that the new grading identifies student strengths from Grade 10 onwards rather than simply ranking students based on examination performance. According to Ogamba, the new approach considers specific competencies – such as critical thinking, problem-solving, and practical skills – rather than just rote memory and test-taking ability.

The Education CS has acknowledged challenges during the Grade 9 to Grade 10 transition, particularly regarding the first cohort of students moving through the system. However, he has consistently maintained that these are teething problems rather than fundamental flaws in the assessment framework itself.

President William Ruto has also maintained a firm stance on CBC, dismissing criticisms of broken Grade 10 placements as politically motivated and defending merit-based selection. During the Nyota Business Start-Up Capital Disbursement event in Uasin Gishu County, President Ruto urged leaders to keep education matters out of political contests ahead of the 2027 General Election.

“How desperate can people be? Let our children be, let our children learn. Those children are Kenyans, wherever they come from, whatever community they belong to, they are our children – the children of Kenya,” President Ruto stated, suggesting that critics were exploiting genuine educational concerns for political advantage.

The Grade 10 Placement Controversy

The dissatisfaction revealed by the Infotrak poll comes in the backdrop of the highly contentious Grade 10 transitions, where thousands of parents complained that their children did not receive referral letters to schools of their choice despite passing exceedingly well, while students who did not meet expected performance standards somehow secured placements at better schools.

These complaints have been particularly intense in certain regions, with former Deputy President Rigathi Gachagua, now leader of the Democracy for Citizens Party (DCP), accusing the placement system of unfairly marginalizing learners from the Mt. Kenya region. Gachagua alleged that some high-performing students from the area were assigned to distant, lower-ranked schools while learners from other regions secured slots in top institutions.

“Around here, our children have been placed in small schools, yet their marks are high, while other people have been brought to our schools,” Gachagua said, articulating frustrations that many parents across Kenya have expressed about what they perceive as an opaque and unfair placement process.

The government has consistently rejected these allegations of regional bias. Cabinet Secretary for Information, Communications, and the Digital Economy William Kabogo dismissed claims of regional discrimination, stating that the Grade 10 placement process was conducted via a secure, automated system designed to eliminate human bias and ensure every Kenyan child receives fair consideration.

“Governance in the digital age is rooted in transparency and data-driven equity. The recent Grade 10 school placement was conducted via a secure, automated system designed to eliminate human bias and ensure every Kenyan child from Mandera to Migori gets a fair shot at our top institutions,” Kabogo wrote on social media, defending the technological approach to placement.

In response to the wave of public complaints, the Ministry of Education reopened the placement portal between January 6 and 9, 2026, to allow reviews and adjustments. However, many parents reported difficulty navigating this review process, and thousands of appeals were ultimately rejected.

Understanding the CBC Grading Framework

To understand why the grading system has generated such controversy, it is important to examine how it actually works and how it differs from the traditional letter-grade system Kenyans grew up with.

The Eight-Level Achievement System

The Kenya Junior Secondary Education Assessment (KJSEA), which students take at the end of Grade 9, adopts an eight-level achievement system rather than traditional letter grades. Students are classified into four main categories based on their performance:

Exceeding Expectation (EE):

• EE1 (80-100%): Highest level of achievement
• EE2 (75-79%): Second-highest level

Meeting Expectation (ME):

• ME1 (70-74%): Above average performance
• ME2 (65-69%): Average performance
• ME3 (60-64%): Minimum satisfactory level

Approaching Expectation (AE):

• AE1 (50-59%): Below average but approaching standards
• AE2 (40-49%): Significantly below expected standards

Below Expectation (BE):

• BE (0-39%): Does not meet minimum standards

Unlike the old KCPE system which used letter grades (A, A-, B+, etc.), this new system emphasizes competency levels rather than comparative rankings. Proponents argue this reduces the pressure of competition and focuses on whether students have actually mastered required skills.

Critics, however, point out several problems with this approach:

Lack of Granularity: Parents complain that a student scoring 80 percent receives the same EE1 grade as one scoring 100 percent, making it difficult to distinguish truly exceptional performance from merely good performance.

Confusing Terminology: Many parents and even some teachers struggle to understand what “Exceeding Expectation” actually means versus “Meeting Expectation,” leading to confusion about whether their children are performing well or poorly.

Placement Inconsistencies: The system for translating these grades into school placements remains opaque, with many high-performing students receiving placements that seem inconsistent with their achievement levels.

The Weighted Placement Formula

Grade 10 placement is determined not just by the KJSEA examination but by a composite score combining three elements:

• KJSEA (Grade 9 Assessment): 60% of the final score
• School-Based Assessment (Grades 7-8): 20% of the final score
• KPSEA (Grade 6 Primary Assessment): 20% of the final score

This weighted approach is intended to provide a more holistic picture of student achievement over time rather than relying on a single high-stakes examination. However, parents have raised concerns about the transparency and reliability of school-based assessments, particularly in under-resourced schools where consistent assessment standards may be difficult to maintain.

Placement also considers additional factors beyond academic performance:

• Career Pathway Selection: Students choose among STEM (Science, Technology, Engineering, Mathematics), Arts and Sports Science, or Social Sciences pathways
• Subject Combination Preferences: Specific subjects students wish to pursue
• School Category Preferences: National, Extra-County, County, or Sub-County schools
• Accommodation Type: Boarding, day, or hybrid options
• Special Needs Considerations: Support requirements for students with disabilities

The Ministry of Education maintains that this multi-factor approach ensures students are matched to schools and programs that align with their interests and abilities. However, critics argue the system is too complex, lacks transparency, and produces seemingly arbitrary outcomes that undermine public confidence.

Broader Concerns About CBC Implementation

The Infotrak poll reveals that grading dissatisfaction aligns with broader concerns about CBC implementation as a whole. The survey found that 39 percent of respondents cited high education costs as a major problem with the new curriculum – nearly as high as the 45 percent dissatisfied with grading.

This finding suggests that for many Kenyans, the CBC transition has meant not just confusion about assessment but also increased financial burden on families. The new curriculum requires additional learning materials, infrastructure upgrades at schools, and in many cases, supplementary private tutoring to help children navigate unfamiliar competency-based approaches.

Additionally, 19 percent of respondents complained about a lack of adequate information and guidance on the system. This information gap is particularly concerning because it suggests the government has failed to effectively communicate how the new curriculum works, what the grading categories mean, and how placement decisions are made.

When nearly one in five Kenyans say they lack basic information about an educational system affecting millions of children, it represents a fundamental failure of public education and stakeholder engagement. Parents making critical decisions about their children’s educational futures deserve clear, accessible information about how the system operates – yet the poll suggests this information is simply not reaching large segments of the population.

What Parents Are Actually Experiencing

Beyond the statistics, the Grade 10 placement process has generated thousands of individual stories of confusion, frustration, and perceived injustice.

Parents across Kenya have reported scenarios that seem to defy logic under a merit-based system:

Scenario 1: The High-Performing Student Placed Far from Home Many parents describe children who scored EE1 (80-100%) in all or most subjects yet were placed in distant sub-county schools while peers with lower scores secured national school placements. When parents inquire about these decisions, they receive vague explanations about “pathway considerations” and “subject combinations” that fail to clarify why academic excellence did not translate to preferred placements.

Scenario 2: Last-Minute Placement Changes Thousands of parents reported that their children’s placements were changed without any review request being submitted. Students who had initially received placements at schools near home suddenly found themselves reassigned to distant schools days before reporting, disrupting family plans and creating logistical nightmares.

Education CS Ogamba explained that these changes primarily affected Starehe Boys Centre and Starehe Girls Centre, which requested verification of placement lists given their special status as post-select institutions. However, many parents insist the changes affected far more schools than just these two institutions.

Scenario 3: Denial of Review Requests While the Ministry reopened the placement portal for reviews between January 6-9, 2026, numerous parents reported that their review requests were summarily rejected with no explanation. The government later revealed that it had rejected 66,000 Grade 10 placement appeals, leaving tens of thousands of families with no recourse despite believing the original placements were unjust.

Scenario 4: Pathway Confusion Parents describe being told their children could not attend certain schools because of “pathway mismatches,” despite the students having indicated those schools as preferences and believing they met all requirements. The complexity of the pathway system – with some schools offering all three pathways (triple-pathway schools) and others offering only two (double-pathway schools) – has created widespread confusion about which students are eligible for which institutions.

Expert Perspectives on the Crisis

Education policy experts and stakeholders have offered various perspectives on the grading controversy and what it reveals about Kenya’s educational transition.

Dr. Khadija Mohammed, Education Policy Analyst: “The fundamental problem is that we implemented a major curriculum change without adequately preparing the public for what it would mean in practice. CBC is based on sound educational principles, but when parents cannot understand how their children are being assessed or why high-performing students receive unexpected placements, the entire system loses legitimacy. No educational reform can succeed without public trust, and this poll shows that trust is severely eroded.”

Kenya National Union of Teachers (KNUT) Position: Teacher unions have been somewhat divided on CBC, with some supporting the competency focus while others criticize implementation challenges. KNUT has particularly highlighted inadequate teacher training on the new assessment methods and insufficient resources to properly implement competency-based approaches in under-equipped schools.

Parent Advocacy Groups: Organizations representing parents have called for greater transparency in placement algorithms and clearer communication about grading criteria. Some have demanded a temporary return to the more familiar letter-grade system while grading standards are refined and public understanding improved.

Technology and Automation Concerns: While the government touts the automated, algorithm-driven placement system as objective and bias-free, technology experts point out that algorithms can encode human biases in their design. Without transparency about what factors the algorithm prioritizes and how it weighs different variables, automation alone does not guarantee fairness.

Political Dimensions of Educational Discontent

The CBC controversy has inevitably acquired political dimensions as Kenya approaches the 2027 General Election. Opposition figures have seized on parental frustrations as evidence of government incompetence, while government supporters accuse critics of politicizing education for electoral advantage.

Former Deputy President Gachagua’s criticism of regional bias in placements has been particularly contentious. His supporters argue he is giving voice to legitimate grievances from communities that feel marginalized by the new system. His critics, including Chama Cha Kazi Party leader Moses Kuria, accuse him of introducing tribal considerations into education policy and exploiting parental anxiety for political gain.

President Ruto’s insistence that critics are being “desperate” and politicizing education has not fully quelled the controversy. While his call to “let our children learn” resonates with many Kenyans tired of political bickering, others see it as dismissive of genuine concerns that transcend partisan politics.

Former Mukurweini MP Kabando wa Kabando has publicly supported calls for greater accountability, describing scrutiny of placement decisions as “noble” rather than political. This suggests that even within political circles, there is recognition that the concerns extend beyond ordinary electoral positioning.

The fact that dissatisfaction with CBC grading appears in a poll focused on education policy rather than political preferences suggests these are substantive concerns that will persist regardless of who holds power.

Comparing CBC to Previous Systems

To understand the current controversy, it helps to compare the CBC grading approach to previous educational systems in Kenya.

The 8-4-4 System (1985-2017)

Under the 8-4-4 system, students took the Kenya Certificate of Primary Education (KCPE) examination at the end of eight years of primary school. Performance was measured using letter grades from A (the highest) through E (the lowest), with clear numerical ranges for each grade. The KCSE examination at the end of secondary school used a similar system.

Advantages of the Old System:

• Clear, easily understood grading categories
• Straightforward ranking of students for placement
• Established credibility from decades of use
• Transparent cutoff points for different school categories

Disadvantages of the Old System:

• Overemphasis on examination performance rather than competencies
• High-stakes testing created intense pressure on young students
• Rote memorization favored over critical thinking
• Did not assess practical skills or non-academic talents
• Created “exam-oriented” learning culture

The CBC Promise (2017-Present)

CBC was introduced to address these limitations by focusing on competencies rather than just academic knowledge. The system promised to:

• Identify and nurture individual student talents and abilities
• Reduce examination pressure by using continuous assessment
• Emphasize practical skills alongside theoretical knowledge
• Provide multiple pathways reflecting different career interests
• Create more holistic assessment of student development

Current Reality: The Infotrak poll suggests that for many Kenyans, CBC has not yet delivered on these promises. Instead of reducing stress and providing clarity, the new system has created confusion and anxiety. Rather than identifying talents, parents feel it obscures their children’s actual abilities behind opaque grading categories.

What the Future Holds for CBC

Despite the dissatisfaction revealed by the Infotrak poll, the government shows no signs of abandoning CBC or reverting to the previous system. Indeed, officials point to the enormous investment already made in curriculum development, teacher training, infrastructure, and materials as making any reversal impractical.

Potential Reforms Under Consideration

However, education stakeholders are discussing potential reforms that might address public concerns while maintaining the competency-based approach:

Greater Grading Granularity: Subdividing the current categories to provide more differentiation between student performance levels. For example, EE1 could be split into EE1A (95-100%), EE1B (90-94%), and EE1C (85-89%), giving parents clearer understanding of where their children stand.

Improved Public Communication: Comprehensive public education campaigns explaining the grading system, placement criteria, and career pathway options using accessible language and examples parents can understand.

Enhanced Transparency: Publishing detailed placement criteria and algorithms so parents can see exactly how different factors are weighted in school assignments.

Simplified Pathway System: Reducing the complexity of pathway and subject combination choices to make the system more navigable for students and families.

Appeals Process Reform: Creating a more robust, transparent appeals mechanism with clear criteria for when placement reviews will be granted and how decisions are made.

The KUCCPS Signal

Interestingly, even as the CBC grading controversy rages, there are signs that Kenya’s university placement system may move away from rigid grade requirements. During the first National Career Conference and Exhibition on January 27, 2026, KUCCPS CEO Dr. Agnes Wahome stated that reliance on a fixed academic grade like the C+ minimum for university entry is becoming “unsustainable” as the country shifts to full CBC implementation.

Dr. Wahome argued that under the Competency-Based Education framework, the focus should shift toward identifying specific skills, hands-on competencies, and alternative career pathways rather than examination scores. This signals that even tertiary education is preparing for a future where traditional grading plays a diminished role.

However, this evolution will take time. Education CS Ogamba has clarified that for now, the minimum entry requirement remains Grade C+ for degree programs, with the full shift to skills-based admission expected to take approximately two more years.

What Parents Can Do Now

While systemic reforms work their way through the educational bureaucracy, parents navigating the current CBC system can take several practical steps:

1. Seek Information Actively Don’t wait for information to come to you. Contact your child’s school directly to understand grading criteria, pathway options, and placement procedures. Request written explanations of assessment results rather than accepting vague verbal summaries.

2. Document Everything Keep copies of all assessment results, school communications, and placement letters. This documentation will be essential if you need to appeal placement decisions or seek clarification about grading.

3. Engage with School Administration Build relationships with teachers and administrators who understand the CBC system and can provide guidance on pathway selection and school choices. Many schools have CBC coordinators specifically assigned to help families navigate the transition.

4. Join Parent Forums Connect with other parents experiencing similar challenges through school parent associations or online forums. Collective action and shared information can be more effective than individual complaints.

5. Use Official Channels for Appeals If you believe your child’s placement is unjust, follow the official review and appeals process rather than relying on informal interventions. While many appeals are rejected, properly documented cases with clear evidence of errors have better chances.

6. Consider Alternative Pathways Remember that success is not defined solely by placement in a national school. Many county and sub-county schools provide excellent education, and students can succeed through any of the three career pathways offered.

7. Focus on Competency Development Rather than obsessing over grades and placements, focus on ensuring your child is actually developing the competencies CBC aims to foster: critical thinking, problem-solving, creativity, and practical skills that will serve them regardless of which school they attend.

Conclusion: A System at a Crossroads

The Infotrak poll revealing 45 percent dissatisfaction with CBC grading represents more than just public opinion data – it signals a crisis of confidence in one of Kenya’s most ambitious educational reforms.

With nearly half the country unhappy with how students are assessed, substantial regional variations showing up to 80 percent dissatisfaction in some areas, and widespread confusion about how the system actually works, it is clear that the current approach is not sustainable without significant reforms.

The government faces a choice: double down on the current system while hoping public opinion eventually shifts as people become more familiar with CBC, or acknowledge legitimate concerns and implement meaningful reforms that restore public trust while preserving the competency-based principles at CBC’s core.

Education Cabinet Secretary Ogamba’s acknowledgment of transition challenges suggests some openness to refinement, but the question is whether reforms will be substantial enough to address the deep-seated concerns the poll reveals.

President Ruto’s insistence that critics are politicizing education may be partially true, but it risks dismissing genuine grievances from parents who simply want the best for their children and clarity about how their educational futures are being determined.

Ultimately, the success of any educational system depends not just on sound pedagogical principles but on public trust and understanding. When 45 percent of the population is dissatisfied with grading, 17 percent are confused about it, and only 38 percent express satisfaction, those numbers tell a story of an educational transition that has not yet won the hearts and minds of the people it is meant to serve.

As Kenya continues implementing CBC, the challenge will be maintaining the reform’s worthy goals – competency development, reduced examination pressure, and talent identification – while addressing the legitimate concerns about transparency, fairness, and clarity that the Infotrak poll so starkly reveals.

For the hundreds of thousands of children moving through the system each year, the stakes could not be higher. Their educational futures, career prospects, and life opportunities depend on getting this right. The question now is whether Kenya’s education policymakers are listening to what this poll is telling them and prepared to make the changes needed to transform dissatisfaction into genuine support for a system that truly serves all Kenyan children.

About the Poll: The Infotrak survey was conducted between December 2025 and January 2026 across all 47 counties, interviewing 1,000 adult Kenyans. The poll examined public sentiment on various aspects of the Competency-Based Curriculum, including grading systems, placement procedures, and implementation challenges.

Related Resources:

• Ministry of Education: www.education.go.ke
• Kenya National Examinations Council: www.knec.ac.ke
• Kenya Education Management Information System: selection.education.go.ke

Disclaimer: This article is based on publicly available polling data and news reports. Parents should verify all placement and grading information directly with official education authorities and their children’s schools.