The proposed comprehensive school model would merge Early Childhood Development (ECD), primary and junior secondary levels into a single institution. Teachers and unions, led by KUPPET and junior school teachers, oppose the change unless junior secondary schools are recognised with their own leadership and protections.
Key Takeaways
- Comprehensive school model aims to house ECD, primary and junior secondary in one institution with one Board of Management.
- Junior school teachers and KUPPET want junior secondary to remain a separate institution with its own principal.
- Stakeholders including KESSHA, KEPSHA, TSC and special needs representatives raised funding, verification and inclusion concerns.
- Public participation runs across 31 counties and will conclude with a final session in Nairobi where submissions will be consolidated.
What the comprehensive school model proposes
The Bill published by Parliament proposes to repeal the current Basic Education Act and replace it with a framework that legally establishes the comprehensive school model. In practice, schools would accommodate learners from ECD through junior secondary under one roof, managed by a single Board of Management and led by one principal supported by two deputies (one for primary and one for junior school).
Why junior school teachers oppose the model
Junior school teachers say the change risks eroding their professional identity and career progression. Many junior secondary teachers moved from the secondary cadre under the Competency-Based Curriculum (CBC). They argue that a primary-dominated leadership could:
- Blur professional roles between primary and junior secondary teachers.
- Create unfair competition for resources and funding within a single institution.
- Complicate deployment and promotion pathways for junior secondary staff.
- Make management of large multi-level schools more chaotic in practice.
Other stakeholders and their concerns
During public participation, several groups raised separate but related issues:
- KESSHA asked for a dedicated basic fund for secondary schools to avoid funding ambiguity.
- KEPSHA recommended using assessment numbers rather than birth certificates to verify learner enrollment for capitation.
- The Teachers Service Commission (TSC) requested government-funded pre-service and in-service training so teachers can adapt to new structures.
- Representatives for persons with disabilities called for stronger inclusion measures and retention of existing HELB support for learners with disabilities.
- TVET and universities warned against blurring mandates and urged careful separation of institutional roles and fair loan terms for graduates.
Public participation: county-by-county hearings
The Departmental Committee on Education began hearings on September 14 and will visit 31 counties before a final session in Nairobi on September 25. The consultations are guided by Article 118(1)(b) of the Constitution, which requires Parliament to facilitate public participation in legislative matters. Counties visited include Kisumu, Makueni, Homa Bay, Trans Nzoia and Kakamega, with sessions arranged to gather views from unions, school heads, parents, students and other stakeholders.
Practical issues raised about implementation
Across hearings, stakeholders highlighted practical problems that could arise if the comprehensive school model is enacted quickly:
- Verification of learner numbers for funding allocation in areas with low birth registration.
- How a single funding stream would be split fairly between ECD, primary and junior secondary.
- Management capacity for very large, multi-level institutions and the need for additional training for school leaders.
What happens next
The Committee will compile the submissions from the county hearings and present its report to Parliament. With the Cabinet Secretary indicating a desire to roll out the model from the next financial year, the window for major changes is short. Whether the Bill will be amended to recognise junior secondary schools as separate institutions depends on how the Committee and Parliament weigh the objections raised during public participation.
How teachers, parents and schools can prepare
While the debate continues, stakeholders can take practical steps to prepare for either outcome:
- Document concerns and submit formal memoranda during public hearings.
- Request clear transition plans and timelines from the Ministry of Education if the model is adopted.
- Advocate for targeted funding guarantees for junior secondary programs and special-needs inclusion.
- Invest in professional development — the TSC is calling for funded pre-service and in-service courses to equip teachers for new structures.
For curriculum and classroom preparation related to junior secondary and CBC transitions, review resources such as JSS curriculum designs, national CBC curriculum designs, and practical teaching materials like CBC lesson plans.
Final note
The comprehensive school model aims to streamline administration and funding but has raised legitimate questions about leadership, identity and resource allocation for junior secondary teachers. The outcome will hinge on the Committee’s consolidation of views from the nationwide public participation and the decisions Parliament makes in the coming weeks.
