How to Support Your Child’s Transition from 8-4-4 to CBE

Kenya’s education system has undergone one of the most significant transformations in its history. The move from the traditional 8-4-4 education system Kenya to Competency-Based Education Kenya (CBE) marked a shift in how children learn, are assessed and prepared for the future. For many families, this transition from 8-4-4 to CBE can feel very confusing or even overwhelming. However, with the right understanding and practical support, parents can play a powerful role in helping their children adapt, thrive and succeed in the new curriculum of Kenya.

Understanding the Shift from 8-4-4 to CBE

The core difference between the two systems lies in how learning happens. The 8-4-4 system focused heavily on memorization, subject coverage and high-stakes exams. In contrast to this system, CBE education in Kenya emphasizes skills, practical application, creativity and continuous assessment.

In simple terms:

· 8-4-4 was content-based and exam-driven.

· CBE is competency-based and learner-centred.

This means that learners are now encouraged to demonstrate what they can do and not just what they can remember. Learning in CBE includes projects, group work, real-life problem-solving and reflective tasks. For a deeper explanation, parents can explore Makini’s guide on Understanding the Competency-Based Curriculum.

Why This Transition Matters for Your Child

The CBE vs 8-4-4 debate often centres around one key question: Is CBE better for my child? While every system has challenges, CBE offers clear long-term advantages because it supports:

· Critical thinking and creativity

· Communication and collaboration

· Emotional intelligence and adaptability

· Holistic personal development

Instead of being defined by a single exam score, learners are assessed across multiple competencies such as problem-solving, communication and creativity. This approach makes child academic transition more about growth than pressure.

It’s natural for parents to worry about uncertainty, especially if they were educated under 8-4-4. However, CBE is designed to prepare learners for real-world challenges, entrepreneurship and flexible career pathways rather than rote academic success.

Practical Ways to Support Your Child at Home

Parents remain central to learning. This is perhaps even more so under CBE.

1. Create a conducive learning environment

Children need space, time and encouragement to explore ideas. This includes a quiet study area, access to reading materials as well as time for reflection and discussion.

2. Embrace active learning

CBE thrives on doing, not just listening. Parents can encourage their children to do hands-on projects, ask questions and explore real-life applications.

3. Adapt routines and time management

The new system may involve more projects and self-directed work. Help your child by breaking tasks down into steps, using planners or schedules as well as balancing screen time and learning.

4. Encourage curiosity and reading

Curiosity is at the heart of CBE. Support it by taking your children to visit libraries, watching educational documentaries and discussing daily experiences.

These actions strengthen parental support in Kenya education in a practical and meaningful way.

Working Together with Teachers and Schools

CBE works best when schools and families operate as a team. Parents should:

· Attend school meetings and workshops

· Ask teachers about learning outcomes

· Seek clarification on assessment methods

· Share concerns early

Teachers are also adapting by shifting from lecturers to facilitators of learning. Regular communication ensures consistency between school and home expectations.

Monitoring Progress in a CBE Framework

Assessment in CBE is largely formative, meaning progress is monitored continuously rather than through final exams only. Throughout the year, learners receive feedback through portfolios, observations, projects and presentations.

Parents should look beyond grades and ask the following questions:

· Is my child engaged?

· Are they confident sharing ideas?

· Do they reflect on mistakes?

Signs of struggle may include withdrawal, frustration or the avoidance of tasks. Early support can help prevent long-term academic stress during the transition from 8-4-4 to CBE.

Supporting Emotional and Social Well-being

Any kind of change can be emotionally challenging. Children may feel uncertain, anxious or pressured by new expectations. To help, parents can listen without judgement, encourage peer interaction, praise effort, not just results and build self-esteem through positive feedback

CBE places strong emphasis on social skills, teamwork and emotional intelligence, which are areas that were less prioritised under 8-4-4.

Community Resources and Support Systems

Parents are not alone in this educational journey. Some useful resources include:

· Ministry of Education guidance materials

· School parent forums

· Education NGOs and community centres

· Online parent groups

Makini also offers valuable insight into future planning through Navigating Career Pathways in the CBC, helping families understand how CBE links learning to real-life opportunities.

For parents considering alternative pathways, comparing systems can also be helpful. Makini’s article on CBC vs Cambridge Curriculum: An In-Depth Comparison for Parents provides balanced perspective and is well worth the read.

Conclusion: A Journey Worth Taking Together

The transition from 8-4-4 to CBE is not just a curriculum change; it is a cultural shift in how Kenya approaches learning. When parents stay informed, engaged and supportive, children adapt more confidently and develop stronger lifelong skills.

Competency-Based Education Kenya works best when schools and families walk the journey together, embracing curiosity, resilience and growth. With patience, communication and consistent involvement, CBE becomes an opportunity for meaningful transformation.

FAQs

1. What are the main differences between the 8-4-4 system and the CBE in Kenya?

8-4-4 focused on memorisation and exams. CBE focuses on skills, continuous assessment and real-life application.

2. How can I help my child adapt to the new CBE assessment methods?

Encourage reflection, project-based learning and open discussion rather than focusing only on marks.

3. What role should parents play in the CBE framework?

Parents should provide emotional support, structured routines, active engagement and consistent communication with teachers.

4. Are there resources available to help parents understand the CBC system?

Yes, school workshops, Ministry of Education materials and informative articles on Makini’s website.

5. How can I tell if my child is struggling with the transition to CBC?

Look for signs such as anxiety, low motivation, avoidance of tasks or emotional withdrawal. Address concerns with teachers as early as possible.

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Building Executive Function Skills in Primary School Children

February 10, 2026

Executive function skills are the mental processes that help children plan, focus, remember instructions and manage their behaviour. These skills act as the brain’s “control system,” guiding how children think, learn and interact with others. In primary school, strong executive function supports academic success as well as emotional maturity, independence and positive social behaviour. For parents and educators alike, understanding how these skills develop is critical to supporting child brain development in meaningful, practical ways. What Are Executive Function Skills? Executive function skills are commonly grouped into three core areas: 1. Working memory: This is the ability to hold and use information. For example, remembering multi-step instructions. 2. Cognitive flexibility. This is the ability to adapt, shift thinking and try new approaches. 3. Inhibitory control: This is the ability to pause, resist impulses and regulate behaviour. When a child remembers their homework, switches from maths to reading and waits their turn to speak, they are using executive functioning in kids in everyday situations. These skills develop gradually and are shaped by experience, guidance and environment. This is especially true during early and primary years. Read more on why early development is important. Why Executive Function Skills Matter in Primary School In school settings, executive skills directly affect learning as well as behaviour. · Working memory in children helps them to follow lessons · Self-regulation skills for students assists in managing emotions · Improving attention in school children is essential during tasks · Impulse control in classrooms helps to reduce disruptions Learners with strong executive functioning are better able to complete tasks, organise their work, manage frustration and collaborate with their peers. These skills also support independence and help children take responsibility for routines, deadlines and their personal behaviour. Key Challenges Children Might Face Some common signs of underdeveloped executive skills include: · Forgetting instructions or losing items · Struggling to switch between different tasks · Acting impulsively or interrupting the class · Difficulty managing emotions · Poor time awareness These challenges don’t mean that a child is lazy or incapable. They often reflect developing brain systems that simply need a little guidance and practice. How Parents Can Support Executive Function at Home Parents play a powerful role in shaping executive function. Simple daily strategies can be incorporated into their day to strengthen these skills naturally. Some helpful approaches include: 1. Create Structured Routines Consistent daily routines help children predict what comes next, strengthening organisation as well as emotional regulation. 2. Use Visual Schedules Charts or picture schedules support working memory in children by making expectations visible. 3. Play Memory and Focus Games Try matching card games, Simon Says, puzzles and sequencing games. These support attention, recall and flexible thinking. 4. Encourage Problem-Solving Let children help with cooking steps, packing school bags and planning simple outings. This builds independence and cognitive flexibility in primary education. When there is strong parental engagement, there is a direct impact on executive growth. Discover more on the impact of parental involvement . Classroom Strategies for Teachers Teachers are ideally positioned to reinforce executive skills on a daily basis. Some effective classroom strategies include: 1. Task chunking - Break assignments into smaller steps to reduce cognitive overload. 2. Use of timers and checklists – These are known to improve time awareness and self-regulation skills for students. 3. Positive Reinforcement - Praise effort, strategy and reflection, not just the outcomes. 4. Mindfulness and calm-down techniques - Simple breathing, quiet corners or reflection time can help strengthen emotional control and attention. These strategies are especially valuable in supporting impulse control in classrooms and improving overall learning flow. When to Seek Extra Help If challenges persist despite consistent support, children may benefit from professional assessment. Some signs for parents and educators to watch for include: · Chronic forgetfulness · Extreme impulsivity · Emotional dysregulation · Difficulty following basic routines Educational psychologists or SEN specialists can help identify neurodivergent patterns (such as ADHD) and guide tailored interventions. Early support ensures children build confidence rather than frustration. Encouraging Growth Through Play and Daily Practice Play is one of the most powerful tools for executive development. Activities that build executive function include: · Storytelling and role-play · Group games - Consider turn-taking or rule-based games · Pretend shops or restaurants · Reflection discussions about feelings or decisions These experiences strengthen executive functioning in kids in a natural and pressure-free way. Schools that prioritise early holistic learning , such as in strong preschool systems, give children a strong base for future academic success. Conclusion: Building Brains for Life Executive function skills are not fixed traits. They are trainable abilities that grow through consistent support, practice and patience. From working memory to impulse control, these skills shape how children learn, behave and relate to others. At Makini School we aim to create a supportive environment where our educators can nurture strong thinkers, confident learners and emotionally resilient students, building not just academic success, but lifelong capability. FAQs 1. What are the three main executive function skills in children? Working memory, cognitive flexibility and inhibitory control. 2. How can I tell if my child has weak executive functioning? Frequent forgetfulness, impulsivity, emotional difficulty and poor organisation are common signs. 3. What are fun activities to boost executive function in young children? Memory games, storytelling, puzzles, role-play and routine-based tasks. 4. How do executive function skills affect learning in school? They support focus, task completion, emotional control and classroom behaviour. 5. Can executive function skills be improved over time? Yes. With regular practice and supportive environments, executive skills develop steadily throughout childhood.

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