Schools across Kenya are facing difficulties in effectively teaching the first cohort of Grade 10 learners under the Competency-Based Curriculum (CBC) due to a severe shortage of textbooks and learning materials, educators and parents say. The shortage has compounded challenges already associated with implementing the new upper-primary and lower-secondary cycle, raising concerns about equitable learning opportunities and preparedness for national assessments.
The introduction of Grade 10 marked a significant milestone in the rollout of the CBC, which aims to emphasise practical skills, critical thinking, creativity and learner-centred approaches over traditional exam-driven instruction. However, teachers report that the lack of adequate textbooks — especially for core subjects such as English, Kiswahili, mathematics and sciences — has made it harder to deliver the curriculum as intended.
In many public schools, learners are now relying on class notes, photocopied materials or outdated texts that do not align with the new curriculum frameworks. Educators say this forces them to spend extra time preparing their own materials, diverting effort from lesson delivery and meaningful learner engagement. Some schools have resorted to sharing limited textbooks among learners or mobilising parent-teacher associations to purchase materials, but these solutions are uneven and unsustainable.
“Teaching without the right textbooks feels like teaching with one hand tied behind your back,” said one teacher in a Nairobi-area school. “We can discuss concepts in class, but without books that learners can practise from and refer to at home, mastery remains a challenge.”
Parents have expressed frustration, noting that the absence of prescribed learning resources places additional financial burdens on families already struggling with school fees and other costs. Many parents say they are being asked to purchase supplementary texts and workbooks that are often expensive or hard to find, pushing some learners at a disadvantage compared to their peers.
Officials from the Ministry of Education acknowledge the challenges and say efforts are underway to supply schools with accredited textbooks that align with the Grade 10 curriculum. They note that the transition to the new system has required curriculum development, teacher training and resource production to keep pace — work that has taken time to complete. The ministry has urged publishers to accelerate the production and distribution of quality learning materials and affirmed its commitment to supporting schools during the transition.
Experts and education stakeholders warn that without adequate learning resources, the implementation of the Grade 10 curriculum risks deepening inequities in education. Learners in well-resourced schools, or those whose parents can afford private supplementary materials, may continue to thrive, while students in under-resourced public schools struggle to keep up. They say this disparity could undermine the objectives of the CBC, which seeks to ensure that all learners acquire relevant competencies regardless of background.
Teacher training colleges and curriculum specialists have also called for intensified professional support, including practical guides and access to digital resources that can complement printed textbooks. Some have suggested that interim learning packages — curated by the Ministry and its partners — be provided to bridge gaps while textbook procurement processes are finalised.
Meanwhile, students have described mixed experiences in class. Some say they enjoy the interactive aspects of the CBC, such as project work and group discussions, but lament the lack of structured reference materials that help them practise and revise independently. “We want to learn and succeed,” said a Grade 10 learner, “but it’s hard when we don’t have the books that match what we are being taught.”
As the pioneer Grade 10 cohort progresses toward national assessments in the coming academic years, education advocates stress the urgency of ensuring schools are fully equipped with the right textbooks and learning tools. They argue that textbook availability is not merely a logistical issue but a fundamental requirement for meaningful implementation of the new curriculum.
Without swift and coordinated action to address the shortages, teachers fear that instructional quality will be compromised, and learners’ performance will not reflect their potential. Stakeholders are calling for sustained investment in curriculum support materials, adequate financing for schools, and collaborative efforts between government, publishers and civil society to ensure that every Grade 10 learner has equitable access to learning resources.
Image by The Star
