As Kenya continues to implement the competency-based curriculum (CBC), we are presented with a unique opportunity to restructure and strengthen our basic education system — particularly in rural areas.
With Junior Secondary Schools (JSS) now housed within primary schools, the country must act decisively to consolidate and optimise resources, eliminate underperforming schools, or restructure them for greater efficiency and effectiveness.
The introduction of JSS in primary schools has already shifted the traditional trajectory of learners from Standard 8 straight into separate secondary schools.
This transition naturally raises questions about the future role and viability of many standalone secondary schools, especially those in remote areas that have, for years, struggled with limited infrastructure, low enrolment, and acute teacher shortages.
These challenges present an opportunity — not a setback. The Ministry of Education, in partnership with County Education Boards and school boards of management (BoMs), should initiate an audit to identify non-viable secondary schools in rural areas.
Those that lack the capacity to offer quality learning due to poor infrastructure, inadequate staffing, or consistently low student enrolment should be considered for closure, merger, or conversion into alternative learning centres such as vocational training institutes or CBC resource hubs.
The embedding of JSSs in primary schools gives these institutions a new lease on life. Many primary schools, especially those with adequate land and infrastructure, are better placed to offer foundational secondary education within a familiar environment.
This model is not only more efficient but also more inclusive, as it reduces the costs and logistical barriers associated with moving students far from home at an early age.
Further, this is an opportune time to re-examine the structure of mixed-gender boarding secondary schools, particularly in rural and peri-urban settings.
While mixed schools have historically served a critical role in expanding access, they present unique administrative and pastoral challenges — especially in boarding contexts.
The BoMs of such schools should consider transitioning them into single-sex institutions where feasible. Single-sex boarding schools are often easier to manage, more secure, and can be tailored to the specific educational and developmental needs of either boys or girls.
The Ministry of Education should support BoMs more vigorously through policy guidance, funding incentives, and technical support to facilitate these transitions. Such reform must be community-driven, with full stakeholder consultation to ensure that educational access is preserved while improving quality.
In conclusion, CBC offers Kenya more than a curriculum shift — it is a national reset button for the entire education system. Let us not miss this rare chance to consolidate underperforming secondary schools, embed JSS effectively in primary schools, and create a more manageable and gender-responsive school system. The future of our rural children depends on the bold decisions we make today.
The writer is the Deputy Vice Chancellor - Administration, Finance, Planning and Development at Tharaka University.
