The rise of international schools amid CBC uncertainty

It has now emerged that a growing number of private schools are introducing international curricula alongside the Competency-Based Curriculum (CBC) as demand from parents for globally recognised education pathways rises.

The choice of international schools was once confined to a handful of established international schools and exclusive to well-resourced households, but is now spreading across mainstream private institutions and the middle class.

The expansion comes even as the government continues implementing reforms to CBC, nearly a decade after its rollout.

A spot check by The Standard shows that among schools that have expanded to include international curricula are Makini School, Moi Educational Centre and several emerging private academies in response to growing demand.

The trend has raised fresh questions over whether the growing appetite for international curricula reflects a hunger for global opportunities or a gradual erosion of confidence in CBC.

Makini School General Manager Godfrey Odhiambo says the appeal of international curricula is largely driven by parents seeking established educational pathways recognised by universities worldwide.

"The local curriculum is developing itself to be robust, but it is still in its infancy. There is a lot of work that is being put in place to strengthen it," said Odhiambo.

He said while CBC continues to attract the largest share of learners in the school, some parents prefer Cambridge because of the certainty that comes with a curriculum that has been in existence for more than a century.

"Cambridge has been in existence for over a hundred years. It is a very stable curriculum and the pathways are clearly identified. Some parents choose to move in that direction because of that stability," he said.

According to Odhiambo, the increase in private schools offering international programmes should not be viewed as a competition between CBC and Cambridge but as schools responding to changing parental preferences.

"It all comes down to choice. Different parents have different desires for academic outcomes and for the future of their learners. I don't look at them as competing curricula. I look at them as opportunities for parents to make different choices depending on their children's specific needs," he said.

Similarly, Jane Mwangi from the secretariat of the Kenya International Schools Association (KISA) argues that while CBC offers a promising future, uncertainty in implementation has largely led to increased demand for international curricula.

“"From the very beginning, the Competency-Based Curriculum has been accompanied by uncertainty. Parents have had to contend with frequent questions about implementation, assessment, pathways and the future of their children. When families are constantly unsure about what comes next, many naturally begin looking for education systems that appear more predictable and stable,” Mwangi said.

Charles Ochome, the Kenya Private Schools Association(KPSA) chairman, also stated that the government faces increasing pressure to ensure CBC delivers the stability and predictability needed to sustain public confidence.

"One of the biggest concerns we continue to hear from parents is the constant transition challenges. Every stage has introduced fresh questions that were not always answered in good time," Ochome said in an interview.

However, he indicates that the increase in enrolment within international schools should not simply be interpreted as a rejection of CBC. Rather, parents' desire for certainty during a period of transition.

But Odhiambo argues that international curricula are unlikely to overtake CBC, noting that the national curriculum remains government-backed and continues to account for the majority of enrolment in both public and many private schools.

"The government is serious about the national curriculum and willing to continue strengthening it. The local curriculum contributes the biggest share of our student enrolment and that shows parents still have confidence in it," he said.

The expansion of international curricula nevertheless coincides with continued debate over CBC, which has undergone several policy adjustments since its rollout in 2017.

Questions over assessments, teacher preparedness, infrastructure, junior school transition and senior school pathways have repeatedly dominated public discourse.

Education stakeholders say the continued changes have created uncertainty among some parents, particularly those planning for higher education opportunities abroad where international qualifications have long-established recognition.

Odhiambo said regardless of the curriculum, schools must now focus on equipping learners with skills demanded by a changing labour market.

He said schools should prioritise critical thinking, creativity, communication, digital literacy, emotional intelligence and problem-solving alongside academic performance.

"The future will reward learners who can think, communicate clearly, create and keep learning. Academic results remain important but they are no longer enough on their own," he said.