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CBC and CBET Grading System Explained: The New Era of Education in Kenya

Empty Private School classroom in Kenya

Kenya’s education landscape is undergoing a transformative shift with the adoption of the Competency-Based Curriculum (CBC) at the basic education level and the Competency-Based Education and Training (CBET) system in Technical and Vocational Education and Training (TVET) institutions. These changes aim to develop learners’ abilities, emphasizing skill application and practical competency over traditional examination results.

This article explores the CBC and CBET grading systems, how they operate, and their broader impact on Kenya’s education system.


Table of Contents

  1. What Is the CBC Grading System?
  2. Breaking Down the CBC Grades
  3. Understanding the CBET Grading System in TVET
  4. The Purpose Behind CBC and CBET
  5. Challenges of Implementation
  6. Opportunities and the Road Ahead

1. What Is the CBC Grading System?

Introduced to replace Kenya’s previous exam-driven education model, the Competency-Based Curriculum (CBC) focuses on developing well-rounded individuals capable of solving real-world problems. Learners are evaluated on their ability to apply skills and knowledge, rather than their capacity to memorize content.

At its core, CBC employs a grading system that measures learners’ progress against specific expectations for their grade level.


2. Breaking Down the CBC Grades

The CBC grading system is divided into four performance levels:

Score Range (%)GradeAbbreviationMeaning
76–100Exceeding ExpectationsEEThe learner performs significantly above the expected standard for their grade.
51–75Meeting ExpectationsMEPerformance meets the standard required for their grade.
26–50Approaching ExpectationsAEThe learner is progressing but has not yet met the grade standard.
0–25Below ExpectationsBEPerformance is below the expected standard; further guidance is required.

What the Grades Mean:

  • Exceeding Expectations (EE): Reflects exceptional achievement.
  • Meeting Expectations (ME): Indicates solid performance at the required level.
  • Approaching Expectations (AE): Highlights learners who are on the right track but need improvement.
  • Below Expectations (BE): Signals the need for additional support to help the learner achieve the set standard.

3. Understanding the CBET Grading System in TVET

In the TVET sector, the Competency-Based Education and Training (CBET) system is designed to prepare trainees for specific jobs by developing practical skills. The curriculum is tailored to meet occupational standards defined by industry experts.

Rather than traditional exams, CBET uses competency evaluations to determine how well a trainee can perform tasks in their area of training.

CBET Grading Breakdown

Score Range (%)GradeDescription
80–100MasteryTrainee demonstrates superior skills and exceptional task execution.
65–79ProficiencyTrainee shows strong performance but may not have fully mastered all aspects.
50–64CompetentTrainee meets the minimum requirements and can perform tasks at an acceptable level.
0–49Not Yet CompetentTrainee needs more training and has not met the expected performance level.

CBET ensures that trainees acquire not only theoretical knowledge but also practical skills that meet industry standards. This approach is critical for addressing the skills gap in Kenya’s workforce.


4. The Purpose Behind CBC and CBET

The primary goal of both CBC and CBET is to create competent individuals capable of contributing meaningfully to society and the economy.

  • For Basic Education (CBC): The system nurtures creativity, critical thinking, and problem-solving abilities. Learners gain a well-rounded education that extends beyond academics.
  • For TVET (CBET): Trainees are prepared for specific roles within industries, ensuring they meet the demands of the job market.

Both systems aim to reduce Kenya’s reliance on rote learning and examination scores, paving the way for more innovative, skilled, and adaptable individuals.


5. Challenges of Implementation

Despite their potential, the rollout of CBC and CBET faces several obstacles:

1. Teacher Training

Many educators lack adequate preparation for delivering competency-based education, which requires a shift in teaching methods.

2. Infrastructure Shortfalls

Limited access to resources, particularly in rural areas, hampers effective implementation. CBC classrooms and CBET workshops need modern tools and equipment to facilitate learning.

3. Parental and Public Awareness

Parents and guardians often misunderstand the new systems, leading to skepticism and resistance. Clear communication and education campaigns are necessary to build support.

4. Standardization and Equity

Ensuring uniformity in assessments and resources across schools and institutions is a significant challenge, particularly in underfunded areas.


6. Opportunities and the Road Ahead

The CBC and CBET systems are pivotal to Kenya’s ambition of becoming a globally competitive and prosperous nation as outlined in Vision 2030. These systems present several opportunities:

1. Bridging the Skills Gap

CBET, in particular, addresses the mismatch between education and job market demands, ensuring that graduates are employable and industry-ready.

2. Promoting Innovation

By emphasizing creativity and problem-solving, CBC fosters an environment where learners can innovate and adapt to future challenges.

3. Building Global Competence

Competency-based education aligns with international standards, equipping Kenyan learners with skills to compete on a global scale.

4. Enhancing Lifelong Learning

Both systems encourage continuous learning and adaptability, critical traits in a rapidly changing world.