From Policy to Practice: A Systematic Review of Implementation Challenges and Gaps in Kenya’s Competency-Based Curriculum

Abstract

Kenya’s introduction of the Competency-Based Curriculum (CBC) in 2017, renamed Competency-Based Education (CBE) in 2024, marks a significant reform of the country’s basic education system. The reform replaced the 8-4-4 structure with a 2-6-6-3 model designed to promote competency development, values formation, and learner-centered teaching. Nearly a decade into implementation, a growing body of research has examined the reform across diverse educational contexts; however, findings remain dispersed across empirical studies, policy documents, government reports, and graduate theses. Using PRISMA-informed review procedures and thematic synthesis, 198 records were identified and screened, yielding 62 sources for analysis. The review draws on Fullan’s theory of educational change, Tikly and Barrett’s framework for quality education in the Global South, and the capability approach of Sen and Nussbaum. Six recurring implementation challenges were identified: teacher preparedness and pedagogical capacity; infrastructure, instructional resources, and digital access; assessment design and integrity; parental engagement and household economic burden; equity and inclusion for learners in marginalized settings; and governance and policy coherence in the transition to Junior Secondary School. Evidence from Tanzania and Rwanda indicates that many of these challenges extend beyond Kenya and reflect broader constraints associated with competency-based reforms in East Africa. The findings suggest that the long-term success of CBE will depend on sustained investment in teacher development, equitable resource allocation, credible assessment systems, and meaningful stakeholder engagement. The review contributes to the literature by synthesizing current knowledge of CBC/CBE implementation in Kenya and identifying areas requiring further research, policy attention, and leadership support.