By Caroline Katana
Efforts to strengthen the implementation of the Competency-Based Education (CBE) curriculum have gained momentum in Kwale County following the launch of a STEM training programme targeting Heads of Departments (HODs) from senior schools.
The training, which kicked off yesterday at Matuga Girls National School, brings together 60 participants drawn from various schools across the county under the theme
“Enhancing the Capacity of Senior School Heads of STEM Departments to Manage Transition to Competency-Based Education.”
Organized by the Ministry of Education in partnership with the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), the programme aims to equip teachers with the knowledge, skills, and attitudes required to effectively deliver STEM subjects under the new curriculum.
Kwale County Quality Assurance and Standards Officer, Hellen Arunga, who is also the programme coordinator, said the initiative is designed to empower teachers to confidently implement CBE upon returning to their respective schools.
“The whole idea is to equip them with the necessary skills, knowledge, and attitudes that will help them effectively deliver the curriculum as they go back to their stations,” said Arunga.
County Quality Assurance and Standards Hellen Arunga
She noted that the training builds on a similar session held in December, which yielded positive feedback in improving STEM teaching across schools.
“We had a training in December and received a good report on how teachers are implementing what they learned to improve the teaching of STEM. We hope that this time round participants will be open to learning and go back to share the same with teachers in their departments so that we can start seeing improvement in learning outcomes,” she said.
Arunga expressed confidence that the training will not only benefit teachers but also have a direct impact on learners.
“When learners are empowered, then we will be able to achieve our mission of nurturing every learner’s potential in STEM-related disciplines,” she added.
She, however, acknowledged several challenges facing the rollout of STEM under the CBE framework, particularly in adopting learner-centered teaching approaches.
“There are challenges because teachers are still learning about the approaches they need to adopt, especially in ensuring learner-centered learning takes place in our institutions. That is why we are here,” she explained.
Arunga also highlighted a shortage of textbooks, noting that steps are being taken to address the issue.
“We still have inadequate textbooks, but we have information that KICD, which is supposed to supply these materials, will deliver them in phase two. Data has already been shared with the relevant agency, and we expect the books to be in schools by the time they reopen,” she said.
Another key concern is the shortage of teachers in technical STEM subjects, which include applied sciences and technical disciplines.
“We know that over time more teachers will be trained, but for now we are relying on those who underwent technical training in college to support others in different schools,” she added.
CEMASTEA trainer Derrick Govedi, County Education Quality Assurance and Standards Hellen Arunga and county KESSHA chair Siasa Mwafujo among other stakeholders in a group photo at Matuga Girls C1 senior school in Kwale County on Tuesday, April 7, 2026.
Representing CEMASTEA, Derick Govedi said the agency is mandated to support teachers during the transition from the 8-4-4 system to CBE through capacity building and resource provision.
“We are in a transition phase from 8-4-4 to CBE, and many teachers are facing challenges in delivering the new subjects. That is why the government tasked CEMASTEA with training teachers, supporting innovation, and providing teaching and learning resources,” said Govedi.
He explained that the training focuses on unpacking the curriculum, developing lesson objectives, improving assessment methods, and integrating Information and Communication Technology (ICT) into teaching.
“We are looking at how to break down learning outcomes into lesson objectives, understand the curriculum design, address assessment, and explore how ICT can be used effectively in teaching,” he said.
The programme, which runs for four days, is part of a nationwide rollout being implemented in 39 counties.
On infrastructure challenges, particularly the lack of computers, Govedi encouraged teachers to make use of available digital tools, including mobile phones.
“A computer is not just a desktop in a lab—even a mobile phone can serve as a learning tool. Teachers can record lessons and use online resources through their phones. While the government works on infrastructure, we can still integrate ICT in our teaching,” he noted.
He also revealed that the government has a tablet programme for schools and encouraged institutions without such resources to collaborate with those that have them.
Kwale County Secondary Schools Heads Association (KESHA) Chairman, Siasa Mwafungo Rodgers, lauded the training, terming it a timely intervention in addressing challenges brought by the new education system.
“As principals, we are very much impressed with this initiative. We had the first cohort of 60 HODs in December and now a second cohort. This is the way to go,” said Rodgers.
He said school administrators initially faced challenges in timetabling under the CBE system but have since made progress.
“We struggled with timetabling at first, but we managed. Now the bigger task is assessment. We are required to produce 15 percent for Grade 10, 15 percent for Grade 11, and 70 percent for Grade 12, but the question remains how to effectively assess learners,” he said.
Rodgers expressed optimism that the training will help address these concerns, noting that principals will also undergo similar capacity-building sessions.
“Our HODs will be trained on assessment, and when they return, the issue will be better handled. As principals, we will also meet in Kisumu next week and engage KNEC and KICD officials on assessment,” he added.
Despite welcoming the new system, Rodgers emphasized the need for more specialized teachers in technical subjects such as aviation and electrical studies.
“There are students who have chosen technical pathways like aviation and electrical studies, but we lack enough experts. Teachers are doing their best, but we need specialized professionals. I believe the government will address this with time,” he said.
He also called for an increase in the number of trainees, noting that Kwale County has over 110 senior schools.
“If each school could have one trained HOD, we would move faster. Training only 60 means some schools miss out. Expanding the number to cover all schools would greatly improve implementation,” he said.
Elias Lwambi Chula, the County Trainers’ Representative, underscored the importance of continuous professional development for teachers.
“I want to thank CEMASTEA for building teachers’ capacity, which has made students more interested in STEM subjects and more committed to their studies,” said Chula.
He noted that modern teaching approaches emphasize practical and interactive learning, moving away from traditional lecture methods.
“These methods are not just about talking and writing. Teachers are equipped with skills to design activities that help students understand concepts better,” he said.
Chula called for increased support for teachers to ensure they are well-equipped to guide learners toward successful futures.
“We appeal for more support so that teachers can help students learn effectively and succeed in their future careers,” he added.
The training is expected to play a key role in strengthening STEM education in Kwale County by enhancing teacher capacity, improving classroom delivery, and ultimately boosting student performance in science and technology-related disciplines.
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