In a landmark decision reshaping Kenya’s educational landscape, the Ministry of Education has announced that mathematics will no longer be a compulsory subject for senior high school students. This policy shift is part of the ongoing implementation of the Competency-Based Curriculum (CBC), which aims to provide a more personalized and flexible learning experience for students.
Kenya’s education system has undergone significant transformations over the decades. The 8-4-4 system, introduced in 1985, mandated eight years of primary education, four years of secondary education, and a minimum of four years at the tertiary level. Under this structure, mathematics was a compulsory subject throughout secondary education. However, critiques of the 8-4-4 system highlighted its rigid curriculum and inadequate emphasis on individual learner strengths and interests.
In response to these concerns, the government introduced the CBC in 2017, transitioning to a 2-6-3-3-3 system: two years of pre-primary, six years of primary, three years of junior secondary, three years of senior secondary, and a minimum of three years at the tertiary level. The CBC emphasizes competency over rote learning, aiming to nurture skills and talents relevant to the 21st century.
At the senior secondary level, the CBC offers students the opportunity to specialize in one of three primary pathways: Science, Technology, Engineering, and Mathematics (STEM): This pathway is tailored for students with a strong aptitude in scientific and mathematical disciplines. Subjects include advanced mathematics, biology, chemistry, physics, computer studies, and various technical subjects such as aviation technology and electrical technology.
Arts and Sports Science, Designed for students inclined towards creative arts, music, theater, film, and sports. This pathway offers subjects like music and dance, theater and film, fine arts, and physical education.
Social Sciences, Geared towards learners interested in humanities, business studies, and related fields. Subjects encompass history and citizenship, geography, business studies, and various languages.
While English and Kiswahili or Kenyan Sign Language remain compulsory across all pathways, mathematics is now mandatory only for students pursuing the STEM pathway. This change allows students in the Arts and Sports Science and Social Sciences pathways to focus more intensively on subjects aligned with their passions and career aspirations.
Personalized Learning, The CBC aims to move away from a one-size-fits-all approach, recognizing that students have diverse talents and interests. Allowing learners to choose subjects that resonate with their strengths can lead to increased engagement and better educational outcomes.
Global Competitiveness, By nurturing specialized skills, the education system seeks to produce graduates who are better prepared for the demands of the global job market. This specialization aligns with international educational trends that emphasize depth over breadth in subject matter expertise.
Resource Optimization, Schools can allocate resources more effectively by tailoring offerings to student interests, ensuring that facilities and teaching staff are utilized where they are most needed.
The transition to this new structure requires meticulous planning to ensure its success
Assessment and Placement: Students currently in Grade 9 are scheduled to join Grade 10 in January 2026. To facilitate a seamless transition, these learners will undertake the Kenya Junior Secondary Education Assessment (KJSEA) between October 27 and November 5, 2025. The outcomes of this assessment, combined with individual learner interests and strengths, will guide their placement into the appropriate pathways.
Curriculum Development, Educational authorities are tasked with developing detailed curricula for each pathway, ensuring that the content is both relevant and rigorous. This includes training teachers to effectively deliver specialized subjects and adapting teaching materials to meet diverse learner needs.
Infrastructure and Resources, Schools may need to invest in new facilities or upgrade existing ones to accommodate specialized subjects, particularly in areas like technical education and the arts. This could involve setting up laboratories, studios, or workshops equipped with the necessary tools and technologies.
The policy shift has elicited a spectrum of reactions from various stakeholders, Educators, Many teachers view the change positively, anticipating that it will lead to more motivated students and dynamic classroom environments. However, some express concerns about the readiness of schools to offer a broad spectrum of subjects and the potential need for additional training to handle specialized courses.
Parents, While some parents appreciate the flexibility afforded to their children, others worry about the potential narrowing of future opportunities for students who opt out of mathematics. There’s a concern that certain careers or higher education courses may still require a strong foundation in mathematics, regardless of the pathway chosen.
Students, Learners are generally enthusiastic about the opportunity to tailor their education to their interests. However, some express apprehension about making such significant decisions at a young age and the long-term implications of their choices.
While the policy offers numerous benefits, several challenges need to be addressed in order to ensure that all goes well
Equity in Resource Distribution, Ensuring that all schools, regardless of their location or funding, can offer a wide range of subjects is crucial. There’s a risk that schools in underprivileged areas may struggle to provide the same opportunities as those in more affluent regions.
Career Guidance, with increased subject choice comes the need for robust career counseling services. Students must be well-informed about the implications of their subject selections on future career and educational opportunities.
Public Perception, Changing long-held perceptions about the importance of certain subjects, like mathematics, will require concerted public awareness campaigns to ensure that students and parents understand the value of all pathways.
The Ministry of Education is set to roll out comprehensive guidelines to facilitate the smooth implementation of this policy
By Athuman Said,Rongo UniversityÂ
