Wananchi Opinion: Why many are moving kids to International Schools

By Abol Kings
Kenya's education system has undergone significant changes in recent years, with the introduction of the Competency-Based Curriculum (CBC) replacing the long-standing 8-4-4 system.

While the CBC was designed to enhance skills-based learning and creativity, it has faced criticism from parents, teachers, and students.

A growing number of middle-class families are choosing to transfer their children from CBC schools to international schools that offer curricula such as the British, American, or International Baccalaureate (IB) systems.

This shift is driven by various factors, including concerns over CBC’s implementation, the cost of education, and the perceived advantages of international curricula.

Challenges in the implementation of CBC. One of the main reasons parents are moving their children out of CBC schools is the poor implementation of the curriculum.

Many parents feel that CBC was introduced hastily without adequate preparation of teachers, schools, and learning materials. Unlike the 8-4-4 system, which focused on exam-based assessments, CBC emphasizes practical learning and continuous assessments.

While this approach is beneficial, it has led to confusion due to a lack of proper guidelines and resources.

Teachers have also expressed frustration with the system, citing inadequate training and unclear directives from the Ministry of Education.

Many schools lack the necessary facilities and equipment to support practical learning, leaving students and parents struggling to meet the curriculum’s demands.

As a result, some middle-class families prefer international schools, where structured and well-resourced programs provide a more stable learning environment.

The high financial burden on parents. CBC requires parents to play a more active role in their children's education, which has become a financial burden for many middle-class families.

The curriculum often requires parents to purchase expensive learning materials, fund school projects, and support home-based assignments that demand additional resources.

Many parents have complained about the constant need to buy art supplies, costumes, and tools for various projects, making CBC education more costly than expected.

In contrast, international schools typically charge higher tuition fees but provide most of the necessary learning materials, reducing unexpected costs for parents.

Some middle-class families prefer paying a fixed annual school fee rather than dealing with unpredictable expenses associated with CBC.

Heavy parental involvement and time constraints. CBC emphasizes parental involvement in learning, which has been both praised and criticized.

While the approach strengthens the bond between parents and children, it also places a heavy burden on working parents.

Many middle-class parents in Kenya have demanding jobs and cannot dedicate the time needed to help their children with extensive homework, research projects, and presentations.

On the other hand, international schools have structured learning schedules that do not rely as heavily on parental participation.

This allows parents to focus on their careers while ensuring their children receive a high-quality education without excessive demands on their time.

Concerns over future academic and career prospects. Many parents worry about the long-term impact of CBC on their children's academic and career prospects.

Since CBC is still new, there is uncertainty about how it aligns with higher education and global job markets.

Some parents fear that their children may struggle to transition to universities, both locally and internationally, due to differences in grading and assessment methods.

International schools, on the other hand, offer globally recognised qualifications such as the IGCSE, IB, or Advanced Placement (AP) programs, which are widely accepted by universities worldwide.

Middle-class parents who aspire for their children to study abroad or work in global industries see international schools as a more reliable pathway to success.

The perceived quality of education in international schools. Another major reason for the shift is the perception that international schools offer superior education compared to CBC schools.

International curricula emphasize critical thinking, problem-solving, creativity, and global awareness—skills that many parents believe are essential in the modern world.

Additionally, international schools often have better teacher-student ratios, modern learning facilities, and a more flexible approach to education.

In CBC schools, overcrowded classrooms, inconsistent teaching quality, and an overloaded syllabus have made learning difficult for many students. Some middle-class parents feel that international schools provide a more engaging and stress-free learning experience that allows their children to develop holistically.

Social status and peer influence. For some middle-class families, moving their children to international schools is also influenced by social status and peer pressure.

As more parents transfer their children, others feel pressured to do the same to maintain a certain social image.

International schools are often associated with prestige and higher social standing, making them attractive to middle-class families who want to provide their children with a competitive advantage.

Additionally, some parents believe that enrolling their children in international schools will help them build valuable networks with children from wealthy and influential families.

These connections may provide future opportunities in business, careers, and social circles.

Political and economic uncertainty. Kenya's public education system has faced instability due to frequent policy changes, teachers' strikes, and inconsistent government funding. Many parents fear that continued disruptions could negatively impact their children's education.

International schools, which are privately run, offer a more stable and predictable learning environment that is not affected by government policies and teachers' union strikes.

Furthermore, the economic uncertainty in Kenya has led some middle-class families to consider moving abroad for better opportunities.

Enrolling their children in an international school makes it easier for them to transition to foreign education systems if they decide to relocate.

If the Kenyan government wants to retain middle-class families within the CBC system, it must address the above stated challenges by improving teacher training, reducing financial burdens on parents, and ensuring that CBC aligns well with global academic and career opportunities.

Until then, the trend of middle-class families opting for international schools is likely to continue.

Mr. Abol Kings is a High School teacher in Kenya.