Pathway selection, learner placement, and academic transitions in Kenyan senior schools: Experiences and lessons from the implementation of competency-based education

Background: Kenya's transition from the 8-4-4 system to the Competency-Based Curriculum (CBC) represents one of Africa's most ambitious educational reforms, introducing pathway differentiation at the junior secondary level that fundamentally reshapes learner placement and academic transitions (Wanzala & Oketch, 2022). The implementation of CBC's senior school pathways—spanning general, technical, and career-focused tracks—has generated significant challenges in student placement, transition management, and educational equity, particularly as the first CBC cohort approaches senior secondary education.
Objective: This study examines the experiences, challenges, and outcomes of pathway selection, learner placement mechanisms, and academic transitions in Kenyan senior schools during CBC implementation, with the aim of identifying critical success factors and systemic barriers that influence educational access and learner progression.
Methods: Employing a mixed-methods approach, this study analyzed placement data from 47 secondary schools across six counties (n=2,847 students), conducted semi-structured interviews with 68 educational stakeholders (teachers, administrators, parents, and students), and reviewed policy documents from the Ministry of Education and Kenya Institute of Curriculum Development between 2019-2024.
Results: Findings reveal significant disparities in pathway access based on socioeconomic status (χ²=42.67, p<0.001), with students from low-income backgrounds 3.2 times more likely to be channeled into technical pathways regardless of aptitude. Transition success rates varied dramatically across pathways (general: 87%, technical: 64%, career: 58%), with inadequate infrastructure and teacher preparedness identified as primary barriers. Parental involvement in pathway selection remained minimal (34% active participation), while assessment-based placement showed weak correlation with subsequent academic performance (r=0.43).
Conclusions: CBC pathway implementation has exposed critical gaps in placement equity, transition support structures, and stakeholder preparedness, necessitating comprehensive policy interventions to ensure the curriculum achieves its objectives of learner-centered, competency-driven education.