Mathematics no longer a mandatory subject for students moving to Senior School
Mathematics will no longer be a mandatory subject for students moving to senior secondary school, representing a significant change under the Competency-Based Curriculum (CBC).
Students will instead be required to study English or Kenya Sign Language, Kiswahili, Physical Education, and Community Service Learning as compulsory subjects, while they can select from a range of 38 options to tailor their academic and career paths.
This marks a departure from the previous 8-4-4 system, where Mathematics was a core subject alongside English, Kiswahili, and at least two sciences (Physics, Chemistry, or Biology).
Belio Kipsang, the Principal Secretary for Basic Education, announced on Thursday that Grade 9 students—the first cohort under the CBC—will start choosing their subjects and senior schools in the second term of this year.
“We are allowing time for parents and students to discuss their interests and future plans. The selection process will commence as soon as they return to school,” he stated.
Furthermore, the Ministry of Education has suggested capping the number of students from a single junior secondary school entering the same senior school to a maximum of five.
This change aims to enhance diversity in student placement, although some stakeholders believe it may be overly ambitious, particularly for day schools that draw students from local areas.
On Thursday, the Kenya National Examination Council revealed that the final Grade 9 score will be determined by students’ performance in primary school, internal assessments by teachers, and their results from the national Kenya Junior School Education Assessment (KJSEA) conducted at the end of the year.
The KJSEA will account for 60 percent of the final score and will also influence the student’s placement in senior secondary school.
The remaining 40 percent will be evenly divided between scores from internal assessments by classroom teachers and primary school performance.
Students who are unhappy with their placements will have the chance to request transfers, depending on available spots after they report.
For private candidates—those not enrolled in formal education—placement will only be available in day senior secondary schools.
Senior schools will now be divided into three main academic pathways to accommodate the varied interests and abilities of students.
The Triple Pathway Schools will provide three distinct areas of learning: science, technology, engineering, and mathematics (STEM), social sciences, and arts and sports.
However, students will not be required to study all three; they will choose a pathway that best fits their strengths and goals.
The Double Pathway Schools will offer either STEM and social sciences or STEM and arts.
In the meantime, the Vocational and Special Needs Pathway Schools will serve students with disabilities like autism, cerebral palsy, and cognitive difficulties, emphasizing practical vocational training suited to their skills.
To enhance the placement process, the ministry has categorized senior schools into three types based on their accommodation options: day schools, hybrid schools that can host both boarding and day students, and schools designed specifically for boys, girls, or mixed-gender groups. Special needs schools will focus solely on students with hearing, visual, or physical disabilities and will be equipped with the necessary resources to assist them.
