Remarks by Kenyan education official Julius Bitok urging teachers and school administrators to adopt a more consultative approach toward student examinations have sparked widespread debate across the country’s education sector.
Speaking on ongoing education reforms, Bitok called on school principals and teachers to avoid forcing students to sit examinations, instead encouraging dialogue to determine learners’ readiness for assessments. He argued that students have different learning abilities and should not be subjected to excessive academic pressure that could negatively affect their mental wellbeing and overall performance.
“We have told school principals and teachers not to force students to do exams; they should negotiate with them,” Bitok said, emphasizing the need for a more learner-centered approach to education.
His comments come as the Ministry of Education continues implementing reforms aimed at strengthening competency-based learning, which places greater emphasis on practical skills, creativity, and individual development rather than solely on examination results.
The statement has generated mixed reactions from education stakeholders. Supporters argue that reducing pressure on students could help improve confidence, minimize examination anxiety, and create a healthier learning environment. They believe that engaging students in discussions about assessments could encourage greater participation and ownership of their academic progress.
However, some teachers and parents have expressed concern that examinations remain an important measure of academic achievement and discipline. Critics fear that reducing mandatory assessment requirements could weaken educational standards and make it more difficult to track student performance.
The discussion has also gained momentum on social media, where users continue to debate whether negotiation between teachers and students can effectively replace traditional exam enforcement.
As the conversation continues, education stakeholders are closely monitoring how schools may interpret and implement the guidance. The Ministry of Education maintains that its broader objective is to create a balanced system that promotes both academic excellence and student wellbeing.