Kenya’s education system is undergoing one of the most significant transformations in its history.

With the continued implementation of Competency-Based Education (CBE), learning is steadily shifting away from memorization and examination-centered instruction toward practical skills, competency development, creativity, and real-world problem-solving.

One of the clearest indicators of this transition is the growing importance of KNEC School-Based Assessments (SBA), projects, and performance tasks across upper primary and junior school levels.

In 2026, the Kenya National Examinations Council (KNEC) released official schedules and implementation timelines for projects and performance tasks from Grade 4 to Grade 9. These assessments are no longer supplementary classroom activities. They are becoming a central component of learner evaluation, competency profiling, and future pathway placement.

For teachers, school managers, and parents, understanding how these assessments work and how to support learners effectively, is now more important than ever.

The future learner in Kenya will not only be assessed on what they know, but also on what they can do. – Jonah Wanjohi, speaking during the launch of Klickit Education at iHub.

Why These Projects Matter in the CBE Curriculum

Unlike the previous 8-4-4 system that focused heavily on written examinations, CBE emphasizes:

• Practical application of knowledge
• Creativity and innovation
• Problem-solving
• Communication and collaboration
• Talent identification
• Real-life skills development

The projects and performance tasks help KNEC assess whether learners can apply what they learn in class to real-world situations.

Under the CBC/CBE structure:

• Grade 4–5 projects build foundational competencies.
• Grade 7–8 performance tasks strengthen practical and analytical skills.
• Grade 9 KJSEA projects contribute directly to Senior School placement pathways.

These assessments therefore play a major role in:

• Learner progression
• Competency profiling
• Talent development
• Career pathway identification
• Transition into Senior School

2026 KNEC Projects and Performance Tasks Timeline

Grade 4 and Grade 5 Projects

Learning Areas

• Science & Technology
• Creative Arts & Sports
• Agriculture

Important Dates

Activity	Date
Projects accessible on KNEC Portal	2 March 2026
Deadline for uploading scores	29 May 2026

Grade 7 and Grade 8 Performance Tasks

Learning Areas

• Agriculture
• Creative Arts & Sports
• Integrated Science

Important Dates

Activity	Date
Performance tasks accessible	4 May 2026
Deadline for uploading scores	31 July 2026

Grade 9 KJSEA Projects

Learning Areas

• Creative Arts & Sports
• Agriculture
• Pre-Technical Studies

Important Dates

Subject	Access Date	Upload Deadline
Creative Arts & Sports	11 May 2026	30 August 2026
Agriculture	1 July 2026	30 August 2026
Pre-Technical Studies	1 July 2026	30 August 2026

Key Insight:

Grade 9 KJSEA projects now contribute directly to learner placement into Senior School pathways, making continuous assessment increasingly important in Kenya’s education system.

Breakdown of the Projects by Grade and Subject

Grade 4 Projects

At this level, projects mainly focus on observation, participation, creativity, and foundational practical skills.

Science & Technology

Learners may:

• Conduct simple experiments
• Observe weather changes
• Grow plants
• Create simple models
• Investigate environmental issues

Key Competencies Developed

• Creativity
• Problem-solving

Creative Arts & Sports

Tasks may include:

• Drawing and painting
• Singing and movement
• Craft work
• Physical activity demonstrations

Competencies Developed

• Self-Efficacy
• Creativity
• Collaboration

Agriculture

Learners may:

• Plant seeds
• Care for crops
• Identify farm tools
• Practice environmental conservation

At this level, learners are introduced to hands-on learning and practical engagement with their environment.

Grade 5 Projects

Grade 5 introduces more independence and analytical thinking.

Science & Technology

Possible tasks:

• Energy investigations
• Human body projects
• Magnet experiments
• Environmental conservation activities

Creative Arts & Sports

Learners may:

• Perform drama
• Compose music
• Design artworks
• Demonstrate sports skills

Agriculture

Projects may involve:

• Nursery establishment
• Pest identification
• Safe farming practices
• Crop management

At this stage, learners begin demonstrating stronger decision-making and practical application skills.

Grade 7 Performance Tasks

Junior School performance tasks are more structured and competency-driven.

Agriculture

Tasks may include:

• Soil testing
• Kitchen gardening
• Farm record keeping
• Food and nutrition activities

Integrated Science

Learners may conduct:

• Laboratory investigations
• Electricity experiments
• Environmental studies
• Measurement and data interpretation activities

Creative Arts & Sports

Possible tasks:

• Stage performances
• Music presentations
• Art portfolios
• Fitness demonstrations

These tasks are designed to identify talents, creativity, and learner interests early enough for pathway development.

Grade 8 Performance Tasks

Grade 8 assessments become more advanced and preparation-oriented toward Grade 9 KJSEA.

Agriculture

Learners may:

• Conduct crop production projects
• Perform food preparation practical
• Keep farm records

Integrated Science

Possible practical:

• Chemical change experiments
• Environmental investigations
• Energy studies
• Data analysis tasks

Creative Arts & Sports

Tasks may involve:

• Art exhibitions
• Music composition
• Sports demonstrations
• Group performances

Grade 8 is particularly important because learners begin building evidence toward future specialization pathways.

Learners undertaking practical Grade 6 Science & Technology and Grade 7 Agriculture & Nutrition projects under Kenya’s Competency-Based Education (CBE) curriculum, including water filtration, container gardening, and nursery bed management using locally available materials.

Grade 9 KJSEA Projects

These are national-level competency projects contributing directly to Junior School assessment outcomes and Senior School placement.

Creative Arts & Sports

Projects may involve:

• Artwork production
• Cultural performances
• Sports competency demonstrations
• Portfolio development

Duration:

• 3 months

Agriculture

Possible projects:

• Crop or livestock production
• Agribusiness activities
• Soil conservation
• Farm management

Learners are expected to document:

• Procedures
• Observations
• Outcomes
• Reflections

Pre-Technical Studies

Tasks may include:

• Product design
• Technical drawing
• Woodwork or metalwork
• Entrepreneurship activities

These projects strongly support STEM and Technical pathway identification under CBE.

How Teachers Can Support Learners

Teachers play the most critical role in guiding learners through these competency tasks.

1. Focus on Guidance, Not Answers: Teachers should:

• Facilitate understanding
• Demonstrate procedures
• Encourage independent thinking

The goal is competency development, not merely completing tasks.

2. Create Practice Opportunities: Schools should integrate:

• Mini practical activities
• Simulations
• Group activities
• Continuous formative assessments

This builds learner confidence before official projects.

3. Encourage Creativity: CBE rewards originality and problem-solving. Learners should be encouraged to:

• Innovate
• Use local materials
• Think critically
• Present ideas confidently

4. Maintain Assessment Evidence: KNEC requires schools to keep:

• Learner portfolios
• Photos
• Project records
• Assessment rubrics
• Scoring evidence

How School Managers Can Support Implementation

School leadership determines how smoothly these projects are conducted.

School Managers Should:

1. Ensure Early Planning: Avoid last-minute implementation by:

• Creating assessment calendars
• Allocating resources early
• Preparing materials in advance

2. Support Teachers: Schools should:

• Provide assessment materials
• Organize internal training
• Reduce unnecessary pressure during assessment periods

3. Strengthen ICT Readiness: Since scores are uploaded digitally through the KNEC CBA portal, schools need:

• Reliable internet access
• Functional ICT devices
• Staff trained on portal usage

4. Encourage Practical Learning Environments: Schools should create:

• Functional laboratories
• School gardens
• Art and creative spaces
• Practical learning environments

This aligns perfectly with the goals of competency-based education.

How Parents Can Support Learners

Parents are now an active part of learner success under CBE.

1. Provide Encouragement: Many learners experience anxiety during projects. Parents should:

• Encourage effort
• Celebrate progress
• Build learner confidence

2. Provide Simple Materials: Parents can help learners access:

• Locally available materials
• Art supplies
• Gardening tools
• Simple science resources

KNEC encourages the use of locally available materials where possible.

3. Allow Learners to Do the Work: One of the biggest mistakes is parents completing projects for learners.

The purpose of CBE assessment is to evaluate the learner’s competencies, creativity, and problem-solving ability. When adults do the projects, the learner loses the opportunity to develop essential skills.

4. Support Time Management: Parents can help learners:

• Create schedules
• Complete tasks gradually
• Avoid rushing near deadlines

The Future of Assessment in Kenya

The 2026 KNEC projects and performance tasks demonstrate that Kenya’s education system is increasingly moving towards:

• Skills-based learning
• Practical competencies
• Innovation
• Creativity
• Career pathway preparation

For schools, this means learning can no longer revolve around memorization alone. Learners must now demonstrate what they can actually do.

For parents and teachers, success under CBE requires collaboration, mentorship, and creating environments where learners can explore, experiment, and innovate confidently.

The future learner in Kenya will not only be examined on knowledge but also on creativity, adaptability, practical skills, and real-world problem-solving abilities.

Final Thought