The former Cabinet Secretary Fred Matiang’i has launched a strong political attack, which has worsened the educational conflict in Kenya because he denied all charges that he caused the Competency-Based Curriculum (CBC) implementation crisis. He blames the entire situation on the Kenya Kwanza government because they failed to manage their leadership responsibilities, which he claims now endanger the country’s educational system.
Matiang’i, who represents high-profile interests within the Jubilee Party as a presidential candidate, responded this week after senior government officials attributed CBC faults to decisions made under his watch when he previously served in education leadership positions. He publicly stated that the curriculum maintains its educational validity because it follows national development plans, but actual program execution has been damaged by the government through their strategic management and implementation methods.
Matiang’i asserted that the education system operates without problems, but actual difficulties arise during the process of putting educational programs into practice. He accused President William Ruto’s team of creating operational confusion because they forgot about the foundational work that previous administrations had established, which now produces chaos for both families and students. He described ongoing transition challenges—including delays in learners progressing from junior to senior secondary school—as symptoms of systemic incompetence rather than flaws in the curriculum design.
Mati’ng’i separated his statement into two distinct parts when he explained to people about policy matters and leadership concepts. He described how public dissatisfaction grew when government leadership systems became ineffective at managing teacher deployment together with resource distribution and stakeholder participation. He warned that politicized education brought about a situation that transformed technical education modifications into a major governmental problem.
The current government faces criticism because opponents have identified implementation deficiencies, which include problems with funding release schedules and logistical challenges, and the low enrollment of Grade 10 students as proof that educational rollout efforts have failed to succeed, and this development has created a dispute about who is accountable for the educational challenges that Kenya faces.
Matiang’i used his strong denial to create a political conflict that now dominates Kenyan electoral discussions for the upcoming 2027 general elections. His challenge shifts the narrative from “faulty curriculum” to “failed governance,” which will likely connect with citizens who are disillusioned and support educational institutions and research organizations throughout the nation.
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