Education Ministry Reinstates Mathematics As A Compulsory Subject

In a significant policy reversal, Education Cabinet Secretary Julius Ogamba has announced that mathematics will once again be a compulsory subject for all senior secondary school students, regardless of their chosen academic pathway.

The directive was made during his address at the National Conversation on the Competency-Based Curriculum (CBC), held on Thursday, where stakeholders from across the education sector had gathered to deliberate on the evolving curriculum.

Speaking at the event, CS Ogamba emphasized that the decision was not made lightly but was the result of extensive consultations with education stakeholders and curriculum experts.

He revealed that the Ministry of Education had listened to the views and concerns raised during the ongoing CBC dialogue forums, and after thorough deliberations with the Kenya Institute of Curriculum Development (KICD), resolved that all students in senior school must study some form of mathematics.

“The majority of the stakeholders during the CBC dialogue were of the view that mathematics should be compulsory in senior school. We have listened to your concerns, consulted with the Kenya Institute of Curriculum Development (KICD), and reached a resolution that some form of mathematics be made compulsory for the other two pathways that are not STEM,” Ogamba stated.

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Under the current CBC framework, introduced to replace the 8-4-4 system, senior secondary students are expected to specialize in one of three learning pathways: Science, Technology, Engineering and Mathematics (STEM); Arts and Sports Science; or Social Sciences. Originally, only students in the STEM pathway were required to take mathematics, while those in the other two pathways were allowed to drop the subject.

This marked a significant departure from the 8-4-4 curriculum, where mathematics was a mandatory subject for all students throughout their education.

However, CS Ogamba’s new directive seeks to restore a uniform foundation in mathematical literacy across all pathways. He clarified that while students in the STEM stream will continue to pursue the full mathematics syllabus—often referred to as “pure maths”—students in the Arts and Sports Science, as well as the Social Sciences pathways, will be required to study a more practical or simplified version of mathematics.

This version will still equip them with essential quantitative and analytical skills relevant to their chosen disciplines.

“We will have the STEM pathways having pure maths and the other two pathways having a form of maths so that we have maths in all three pathways in senior school,’’ Ogamba elaborated.

The move comes in response to widespread public and professional concern about the implications of allowing some students to forgo mathematics entirely.

Many critics argued that such a policy could lead to skill gaps in the future workforce, particularly as Kenya moves towards a knowledge-based economy where numeracy and critical thinking skills are increasingly crucial.

Ogamba acknowledged these concerns and reassured stakeholders that the Ministry values public input and is committed to making decisions that reflect the collective interests of Kenyans.

“It is an important aspect that we have listened to the views of the Kenyans, and it is an important input that has come from the stakeholders to show that stakeholder conversation is important,” he said.

In urging support for the new directive, CS Ogamba emphasized the need for unity and collaboration as the country navigates the ongoing CBC transition. He encouraged stakeholders, teachers, parents, students, and policy makers, to back the move as a step toward strengthening the quality and inclusiveness of education in Kenya.

Currently, CS Ogamba and Principal Secretary Julius Bitok are spearheading efforts to address the challenges surrounding CBC implementation. Their focus includes improving teacher preparedness, upgrading school infrastructure, and responding to widespread public concerns about the new system’s effectiveness.

Both officials have reiterated the government’s commitment to ensuring that the CBC delivers a holistic, skills-oriented education that prepares learners for the modern world.

The reinstatement of mathematics across all senior school pathways is being seen as a strategic move to balance specialization with foundational knowledge, ensuring that every Kenyan student, regardless of their interests or talents, has access to the essential skills needed to thrive in an increasingly complex global economy.

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