For decades, Kenya’s education system has relied heavily on examinations as the primary measure of academic success. From the out going KCPE to KCSE and university assessments, exam results have traditionally determined learners’ futures. However, as the country transitions to the Competency-Based Curriculum (CBC), it is increasingly clear that examinations alone cannot measure intelligence, talent, or readiness for the real world.
One of the biggest weaknesses of an exam-centered system is that it encourages memorization rather than understanding. Many learners focus on cramming information just to pass tests, only to forget much of it afterward. This approach limits critical thinking, creativity, and problem-solving skills.Abilities that are essential in today’s fast-changing job market. Education should prepare learners to think independently and innovate, not just to reproduce memorized answers in an exam room.
The growing unemployment rate among graduates highlights this gap. Every year, thousands of young people leave universities with impressive academic transcripts but struggle to find jobs. Employers frequently report that many graduates lack practical skills, communication abilities, and adaptability in the workplace. This raises a serious concern: if examinations truly reflected intelligence and competence, why do so many high-performing students fail to succeed professionally?
Brian’s story reflects the reality of many Kenyan graduates. Strong grades do not always translate into workplace readiness. Exams often measure memory and speed under pressure, not creativity, teamwork, or problem-solving.
The pressure linked to national examinations also affects learners’ mental health. Anxiety and fear of failure prevent many capable students from performing at their best. At the same time, talents in sports, arts, technical skills, and leadership are rarely captured in written tests, leaving many gifted learners undervalued.
While examinations help maintain standards, they should not be the only tool for assessment. Continuous assessment, practical projects, and skills-based evaluation as practised under the CBC, offer a more balanced way of measuring ability.
In conclusion, Kenya must move beyond an exam-only mindset. Intelligence is multi-dimensional, and education should nurture different talents while preparing learners for real-life challenges, not just exam rooms.
