By Afrireport 
Three weeks after the pioneer cohort of Grade 10 learners under the Competency-Based Education (CBE) system reported to senior secondary schools, learning activities are yet to begin, raising concern among parents, teachers and education stakeholders.
Across several senior schools, learners have remained idle or engaged in non academic orientation activities as institutions grapple with gaps in preparedness.
While students formally reported as scheduled by the Ministry of Education, many schools are still struggling to align facilities, teaching staff and learning materials to the demands of the new education structure.
School administrators cite delays in the delivery of curriculum designs, textbooks and assessment guidelines as a major setback.
In some institutions, subject combinations offered under the senior school pathway have not been fully approved, leaving learners uncertain about what they will study.
This uncertainty has also complicated class allocation and timetabling.
Teachers, on the other hand, say they are still awaiting further training on the CBE framework at senior school level.
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Although some educators underwent initial capacity building sessions last year, many argue that the training was insufficient for the practical demands of classroom delivery.
As a result, schools have been reluctant to roll out lessons without clear direction on assessment and content coverage.
Parents have expressed frustration over the delay, questioning why learners were instructed to report before systems were fully in place.
Some have raised concerns about lost learning time, especially for a cohort that is already navigating a new and unfamiliar education structure.
Others fear that the situation could disadvantage students from public schools compared to those in better resourced private institutions that appear more prepared.
Education experts warn that prolonged delays could undermine confidence in the CBE rollout.
They note that senior school represents a critical stage where learners begin to specialize based on their talents, interests and career pathways.
Any disruption at this level, they argue, risks weakening the foundation of the entire reform.
The Ministry of Education has acknowledged the challenges but maintains that measures are being taken to address the gaps.
Officials say distribution of learning materials is ongoing and that additional teacher training sessions are being planned.
The ministry has also urged school heads to exercise flexibility as the transition stabilizes.
Despite these assurances, pressure is mounting for faster action.
With weeks already lost, stakeholders are calling for urgent interventions to ensure learning begins without further delay, warning that the success of the country’s education reforms may depend on how the first CBE senior school cohort is handled.
