Government and Policy

HELB Gives An Urgent Update For First And Second Year University Students

BY Getrude Mathayo · March 31, 2025 12:03 pm

Education Cabinet Secretary Julius Ogamba has announced a significant development for first and second-year university students, as they will soon be able to file appeals regarding their financial aid on the Higher Education Loans Board (HELB) portal.

Ogamba made this revelation on Saturday, March 29, while speaking at a thanksgiving ceremony at Nyabururu National School. Despite ongoing legal battles that have hindered the full implementation of the university funding model, the Ministry of Education is determined to proceed with reforms that will ensure students have access to necessary financial support.

“I wish to announce that the Higher Education Loans Board and the University Fund will immediately open their portal to allow first and second-year students willing to make appeals for loans and scholarships under the students’ centre model to do so,” Ogamba stated.

His statement reaffirmed the government’s commitment to easing financial constraints for university students amid ongoing legal disputes that could impact the rollout of the new funding model.

This announcement follows the Ministry of Education’s recent disbursement of Ksh3.2 billion on February 5 to cater to the financial needs of first-year and second-year university students for the 2024/2025 academic year.

The funding, meant to support students under the new financing model, came at a time when learners and education stakeholders were raising concerns over the accessibility and fairness of the financial aid distribution system.

Just a day before the February 5 announcement, university students across the country had staged demonstrations, demanding the reinstatement of HELB loans. They argued that the new funding model was discriminatory and left many learners struggling to meet their financial obligations.

The protests highlighted frustrations among students who felt that the revised criteria for awarding loans and scholarships were not adequately addressing the needs of all beneficiaries.

With the latest directive by CS Ogamba, students who applied for HELB loans earlier but encountered issues with the amounts allocated or other aspects of the process now have a formal avenue to air their grievances.

The appeal process will provide an opportunity for students to contest the loan amounts issued, present any discrepancies in their financial assessments, and seek fairer consideration in line with their needs.

During his address at Nyabururu National School, Ogamba reiterated that the Ministry of Education remains committed to implementing the new funding model until the Court of Appeal makes a ruling on the legal challenge.

The university funding model, which has faced resistance from various quarters, aims to restructure how students receive financial support based on a needs-based and merit-driven system. However, critics argue that it has introduced inequities, leaving some students without sufficient assistance.

Aside from financial aid matters, the Education CS also weighed in on the ongoing debate about whether mathematics should be made an optional subject in senior secondary schools.

The discussion has sparked nationwide reactions from parents, teachers, education experts, and other stakeholders, with many expressing concerns about the implications of such a decision.

“On such feedback, like the debate that is going on regarding mathematics, we are listening to it, looking at it, and analyzing it to ensure that we make the right decision for the sector,” Ogamba stated.

The proposal to make mathematics optional in the senior secondary school curriculum has been met with mixed reactions. Under the Competency-Based Curriculum (CBC), students in Grade 10 and above will be required to choose a career pathway that aligns with their future aspirations.

These pathways include Science, Technology, Engineering, and Mathematics (STEM); Social Sciences; and Arts and Sports. If the proposed change is implemented, only students who opt for the STEM pathway will be mandated to study mathematics, while those pursuing the other pathways may be exempt from it.

The move to make mathematics optional has raised concerns among various education stakeholders. Many believe that removing mathematics as a core subject for all students could have long-term consequences, particularly in a world increasingly reliant on analytical and problem-solving skills.

Others argue that allowing students to opt out of mathematics could limit their career options in the future. However, proponents of the change believe that giving students the freedom to specialize in subjects that align with their strengths and career goals will enhance learning outcomes and overall student satisfaction.

As discussions on the matter continue, the Ministry of Education has pledged to engage all stakeholders before making a final decision. CS Ogamba’s remarks suggest that the government is carefully considering both the benefits and drawbacks of this potential shift in policy to ensure that learners receive a well-rounded education while also allowing flexibility in their academic choices.

With both the university funding model and the mathematics curriculum debate at the center of national discourse, the Ministry of Education faces the challenge of balancing innovation with inclusivity.

While financial reforms aim to make higher education more accessible, concerns about fairness and implementation persist. Similarly, the possible restructuring of subject requirements in senior secondary schools could have far-reaching effects on students’ career prospects and overall education quality.

As these issues unfold, students, parents, and educators alike will be closely watching how the government navigates these critical education reforms. The Ministry of Education’s decisions in the coming months will be crucial in shaping the future of Kenya’s education system and determining how best to support students in achieving their academic and professional aspirations.