By David Waweru
The Ministry of Education has announced that a second window for revision of Grade 10 choices will open on January 6, giving thousands of learners another opportunity to secure placement in their preferred senior schools. Education Cabinet Secretary Julius Ogamba confirmed that the revision period will run until January 9, following a wave of appeals from parents and students dissatisfied with the initial placement results released in December.
Ogamba revealed that 88 percent of learners have already been successfully placed in Grade 10, aligning with either their original or revised choices. However, the ministry received 355,457 applications for review after the first round, underscoring the scale of demand for reconsideration. Of these, 211,636 applications were approved, while the remainder were declined due to limited capacity in popular schools or the absence of requested subject combinations. “Applications from 211,636 learners have been approved. The remaining applications were declined, largely due to the absence of the preferred subject combinations or insufficient capacity in the selected schools,” Ogamba said.
The placement process began on December 14, with initial results released on December 19. Learners were allowed to seek review between December 23 and 29, but the ministry has now extended the process to accommodate those who missed the first window or whose appeals were unsuccessful. Popular institutions such as Alliance High School, Kenya High School, and Mangu High School recorded up to 20,000 applications each, despite having an average capacity of just 500 slots, highlighting the mismatch between demand and available spaces.
The ministry confirmed that joining instructions are now available for download on the placement portal, ensuring that learners who have been placed can prepare for the transition to senior school. Placement data shows that 51 percent of learners have been allocated to the STEM pathway, 38 percent to Social Sciences, and 11 percent to Arts and Sports Science. This distribution reflects the government’s emphasis on science, technology, engineering, and mathematics as drivers of future economic growth, while also accommodating diverse talents and interests.
Education experts note that the placement exercise has exposed structural challenges in Kenya’s education system. The popularity of elite schools has created intense competition, leaving many learners disappointed when their applications are declined. Analysts argue that the government must invest in expanding capacity and improving facilities in less popular schools to reduce pressure on a handful of institutions. “The demand for top schools far outstrips supply, and this creates unnecessary anxiety for learners and parents. The solution lies in upgrading other schools to match the standards of the elite institutions,” said one education policy analyst.
Parents have also voiced concerns about transparency in the placement process, with some questioning how decisions are made when applications exceed capacity. The ministry has defended its system, insisting that placements are based on merit, subject combinations, and available slots. Ogamba emphasized that fairness and equity remain central to the exercise, noting that learners are encouraged to consider a wide range of schools rather than focusing solely on a few prestigious ones.
The revision window comes at a critical time as Kenya continues to implement the Competency-Based Curriculum (CBC), which has restructured the education system to emphasize pathways aligned with learners’ strengths and career aspirations. Grade 10 marks the entry point into senior school, where students specialize in STEM, Social Sciences, or Arts and Sports Science. The placement process is therefore pivotal in shaping learners’ academic journeys and future opportunities.
Teachers’ unions have welcomed the second revision window, saying it will ease tensions among parents and learners who felt disadvantaged in the first round. However, they have urged the ministry to strengthen communication and provide clear guidelines to avoid confusion. “The extension is a positive step, but the ministry must ensure that learners and parents understand the criteria and deadlines. Clear communication is essential to maintain trust in the system,” said a representative of the Kenya Union of Post Primary Education Teachers.
The placement exercise also reflects broader social dynamics, with urban schools attracting disproportionate demand compared to rural institutions. Education advocates argue that this trend underscores inequalities in infrastructure, teacher distribution, and resource allocation. They call for targeted investment in rural schools to ensure that learners across the country have equal access to quality education.
As the January 6 revision window approaches, the ministry has urged learners to act quickly and lodge applications before the January 9 deadline. Officials have reassured parents that the system is designed to accommodate as many learners as possible within available capacity, while also maintaining academic standards. The ministry has also pledged to monitor the process closely to prevent irregularities and ensure that placements reflect merit and fairness.
The Grade 10 placement saga has become a litmus test for the CBC reforms, highlighting both the opportunities and challenges of the new system. While the pathways approach offers learners flexibility and specialization, the competition for limited slots in popular schools reveals the need for deeper reforms in infrastructure and equity. The government’s ability to manage these pressures will determine the credibility of the CBC and its promise to prepare learners for a dynamic future.
In the end, the second revision window is more than an administrative exercise—it is a lifeline for thousands of learners, a test of fairness in education, and a reminder that Kenya’s future depends on how well it balances opportunity with equity.
Jerameel Kevins Owuor Odhiambo