The Following Subjects To Be Compulsory For Senior School Students Amid Education Reforms

Starting from Grade 10, all senior school students in Kenya must now take science and mathematics as mandatory subjects, a directive reinforced by Dr. Belio Kipsang, the Principal Secretary for Basic Education.

This policy shift aligns with the recommendations of the Presidential Working Party on Education Reforms and is aimed at ensuring that students are well-equipped with essential knowledge as they transition into senior school.

Under the competency-based curriculum (CBC), senior school students have the option to choose from three specialized career pathways: Arts and Sports Science, Social Sciences, and the Science, Technology, Engineering, and Mathematics (STEM) pathway. However, the STEM pathway is considered fundamental, and all schools must implement it, ensuring that students have a strong foundation in scientific and mathematical disciplines.

Recognizing that science education requires practical engagement, Dr. Kipsang has unveiled plans to equip senior schools with fully functional laboratories. The Ministry of Education has begun mobilizing resources to establish and upgrade laboratories in 1,600 schools, ensuring that students receive hands-on training in scientific concepts.

This investment in infrastructure is expected to significantly enhance the quality of education, allowing students to conduct experiments and practical assessments that complement their theoretical learning.

By creating well-equipped laboratories, the government aims to foster a culture of scientific inquiry, preparing students for careers in STEM-related fields.

While these reforms mark a significant step toward modernizing Kenya’s education system, concerns have been raised about the readiness of teachers to effectively implement the CBC at the senior school level.

Various stakeholders, including the Kenya Union of Post Primary Education Teachers (KUPPET) and the Teachers Service Commission (TSC), have called for urgent retraining of teachers to ensure a smooth transition into the new system.

The introduction of career pathways in Grade 9 requires educators to be well-versed in the CBC framework. However, some experts worry that without proper induction, teachers may struggle to guide students in making informed career choices.

Paul Ngei, National Organizing Secretary of KUPPET, has urged the government to fast-track retraining efforts, emphasizing that preparations should have started much earlier. He warned that if teacher training does not begin by September, there could be challenges in effectively rolling out CBC in Grade 10 next January.

Similarly, Boaz Waruku from the Elimu Bora Working Group has stressed the need for the government to not only retrain teachers but also hire more educators to handle the increasing student population. As CBC is designed to be student-centered, having enough well-trained teachers will be crucial in ensuring its success.

The introduction of Grade 9 under CBC has already posed some logistical challenges, including classroom shortages and an insufficient number of teachers. Educationist Stephen Mudho has pointed out that training sessions should be structured in a way that ensures teachers fully understand CBC principles before they even begin formal retraining. This, he argues, will allow for a smoother transition and better learning outcomes for students.

As schools prepare for the transition from Grade 9 to Grade 10, the government is actively working to finalize the guidelines that will govern this shift. Education Cabinet Secretary Julius Ogamba has reassured stakeholders that all concerns raised in consultation forums will be taken into account, and efforts are being made to streamline the process.

While some schools have voiced frustrations over delays in funding allocations needed to support the transition, Dr. Kipsang has urged patience, stating that the governme”t is committed to ensuring that resources are distribu”ed in a timely manner.

He emphasized that the reforms are designed to create a more dynamic and practical education system, better suited to preparing students for the demands of the modern workforce.

The ongoing consultation forums reflect the government’s willingness to engage with educators, parents, and other stakeholders to refine CBC implementation. While challenges remain, particularly in infrastructure development and teacher preparedness, the reforms represent a significant step toward making Kenya’s education system more competency-driven and career-oriented.

With science and mathematics now compulsory at the senior school level, the government hopes to produce a generation of learners equipped with critical thinking, problem-solving, and technical skills necessary for national development.

Whether through STEM, Social Sciences, or Arts and Sports Science, the CBC model aims to empower students by offering them career pathways tailored to their strengths and aspirations.

As the country moves closer to full CBC implementation in senior schools, education officials and stakeholders will need to work together to ensure that both teachers and students are adequately prepared for the transition.

The success of these reforms will largely depend on timely investments in infrastructure, effective teacher training, and clear policy guidelines that facilitate a smooth educational journey for all learners.

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