For CBE to succeed, establish extensive reading in schools

A few months ago, I organised a series of workshops in Kakamega County to confront a crisis that has long gone unattended: the lack of a strong culture of reading in our schools. I brought together language teachers from across the sub-counties to reflect on how to establish an extensive reading programme.

My motivation was simple but sobering. Most students complete secondary school having only read the prescribed set books, rarely venturing beyond examination texts. Their vocabulary, imagination and critical thinking remain stunted. If the Competency Based Curriculum (CBC) is to succeed, this culture must change.

Kenya’s education system has for decades been obsessed with examinations. Students are trained to recall information rather than to explore ideas. Teachers, under pressure to deliver grades, rely on “cramming” at the expense of curiosity. Reading beyond set books is treated as unnecessary luxury. The result is visible in classrooms where learners struggle with comprehension and in workplaces where communication skills remain weak.

Yet research is clear: reading widely and consistently builds fluency, creativity, empathy and confidence. It shapes independent thinkers who can process complex ideas, articulate themselves, and engage critically with the world. Nations that prioritise reading, from Finland to South Korea, show how literacy cultures underpin economic and social progress. Kenya cannot afford to ignore this truth.

In Kakamega, teachers shared heartbreaking stories. Many schools lack functional libraries. Where books exist, they are locked away to “preserve” them. Students rarely see libraries as welcoming spaces. Teachers admitted they themselves seldom model reading habits, leaving learners without role models. Even when storybooks are available, they often gather dust because they are not linked to classroom instruction.

We agreed that extensive reading must be anchored on three pillars: access, guidance and culture. Access means ensuring children can lay their hands on interesting books — in libraries, classrooms and homes. Guidance requires teachers to encourage reading for pleasure and to integrate it into learning. Culture means building an environment where reading is celebrated — through book clubs, debates, storytelling and public recognition of readers.

This transformation demands leadership at every level. The Ministry of Education should adopt a national policy on extensive reading and support counties to invest in libraries. Schools should allocate time for daily reading, even 20 minutes a day, regardless of subject. Teachers must be trained to nurture reading habits, not only to prepare students for exams. Parents should be encouraged to bring books into the home, however modest their means.

The private sector also has a role. Publishers can create affordable local storybooks reflecting Kenyan realities. Telecom companies can invest in digital libraries as part of corporate social responsibility. Churches and mosques can open reading corners for children. The task is collective, because reading is not a luxury; it is a lifeline.

We should also rethink how we measure success. Instead of simply recording grades, schools should document how many books learners read in a year, the genres explored, and the skills gained. Recognition ceremonies, reading festivals and inter-school competitions can make reading visible and attractive. Just as athletics galvanise young talent, reading can create champions of the mind.

The workshops revealed another truth: teachers themselves need support. Many feel overwhelmed by the demands of CBC, large classes and limited resources. They fear that introducing extensive reading will add to their burden. But extensive reading, when well implemented, makes teaching easier. Students who read widely comprehend instructions faster, write better, and participate more confidently. This reduces the constant struggle to push them through syllabi.

There is also a moral dimension. A society that does not read risks raising citizens vulnerable to manipulation, unable to distinguish truth from falsehood. At a time when misinformation spreads rapidly on social media, reading equips young people with critical filters. Books expose them to multiple perspectives, helping them resist dogma and prejudice.

The challenge is real, but the opportunity is immense. Kakamega County, with its population and energy, can be a model for the rest of Kenya. If each school committed to building even a modest library and nurturing a reading culture, the ripple effect would be transformative. Imagine every child leaving primary school having read 30 storybooks, every secondary student at least 20 novels in addition to set texts. Such a foundation would revolutionise literacy and learning outcomes nationwide.

The time to act is now. If we are serious about education reform, we must make extensive reading the heartbeat of our schools. For it is through books that we open windows of imagination, broaden horizons, nurture empathy, and cultivate the skills our children need to thrive in the 21st century. Without books, there can be no true CBC. With them, there is hope for a generation ready to read, think, and shape the future.