In a recent and thought-provoking critique, Professor Egara Kabaji, a senior educationist and the current Vice-Chancellor of Mr. Kigali University in Rwanda, has challenged what he calls a dangerous misinterpretation of Kenya’s educational reforms. Kabaji’s comments come in the wake of a public declaration by Education Cabinet Secretary Migos Ogamba, who announced that Kenya was shifting from the Competency-Based Curriculum (CBC) to what he termed “a new kid on the block,” the Competency-Based Education (CBE).

“I was stunned,” Professor Kabaji is quoted as saying, highlighting the fundamental misunderstanding he believes is at the heart of the CS’s statement. According to Kabaji, the perceived rivalry or succession between CBC and CBE is a fallacy. “There is no new kid, no new block. CBC and CBE are not rivals. They are two sides of the same coin; one is the road, the other is the destination,” he stated emphatically.

This distinction, Kabaji argues, is not a matter of semantics but a crucial point of clarity that could make or break the nation’s ambitious educational reforms. He provides a clear and concise analogy to illustrate his point: “CBC is the curriculum: the map, the vehicle, the rules, the guide. CBE is the philosophy: the vision of the city on the horizon.” By confusing the two, he warns, the entire reform effort risks being derailed.

The professor’s concern extends beyond the cabinet secretary’s remarks. He points out that this mix-up is already creating tangible problems on the ground. “This mix-up is not harmless. It’s already spreading doubt among teachers, parents, and even editors who casually swap CBC for CBE,” he noted. Kabaji stressed that such casual use of language constitutes a distortion of the reform’s core principles and objectives.

The professor’s commentary serves as a stark reminder that precision in language is paramount, especially when discussing a sector as vital as education. “Education is too important for careless language,” he asserts. He breaks down the distinct roles of each concept: “CBC is practical and measurable; CBE is conceptual and aspirational. We need both. But above all, we need clarity.”

Kabaji’s analysis suggests that the prevailing narrative of a “shift” is fundamentally flawed. It implies that one is replacing the other, when in fact, they are inextricably linked and mutually dependent. Without a curriculum (CBC) to provide the structure and methodology, the overarching philosophy of education (CBE) remains an unattainable ideal—a city that exists only as a dream. Conversely, without a clear philosophical destination (CBE), the curriculum itself lacks purpose and direction, becoming a meaningless journey.

Professor Kabaji’s intervention serves as a critical call to action for all stakeholders in Kenya’s education system—from policymakers and educators to parents and journalists. He underscores the urgent need to correct this widespread misconception and to communicate the symbiotic relationship between CBC and CBE accurately. The success of Kenya’s educational future, he implies, hinges not on shifting from one to the other, but on understanding and implementing both as integral and complementary components of a single, coherent vision. Without this clarity, the journey toward a more competent and skilled generation of Kenyans may be lost before it even truly begins.