Maths no longer compulsory as CBC pioneers set to pick careers

Education Principal Secretary Belio Kipsang says that Grade 9 learners will begin selecting their subjects and senior schools in the second term. [File, Standard] Mathematics will no longer be a compulsory subject for learners transitioning to senior secondary school, marking one of the most radical changes under the Competency-Based Curriculum (CBC). Instead, students will be required to take English or Kenya Sign Language, Kiswahili, Physical Education and Community Service Learning as mandatory subjects, while choosing from a pool of 38 options to shape their academic and career journeys. This is a shift from the outgoing 8-4-4 system, where Mathematics was a core subject alongside English, Kiswahili, and at least two sciences (Physics, Chemistry or Biology). Basic Education Principal Secretary Belio Kipsang announced on Thursday that Grade 9 learners - the pioneer CBC class - will begin selecting their subjects and senior schools in the second term of this year. "We are giving them time to go home so that parents and learners can consult on their interests and what they wish to pursue. The selection process will begin immediately when they return to school," he said. Additionally, the Ministry of Education has proposed limiting the number of learners from a single junior secondary school joining the same senior school to a maximum of five. The change seeks to promote diversity in placement, but some stakeholders argue that it might be over ambitious especially for day schools, which pool students from their localities. The Kenya National Examination Council on Thursday said the final Grade 9 score will be calculated based on the students performance in primary school, internal assessments conducted by teachers and their score in the national Kenya Junior School Education Assessment (KJSEA) to be done at the end of the year. The KJSEA will compose 60 per cent of the final score and will also partly inform where the learner will join senior secondary school. The remaining 40 per cent will be equally split between scores from internal assessments conducted by classroom teachers and scores from primary school. Learners dissatisfied with their placement will have an opportunity to request transfers, subject to available spaces after reporting. For private candidates - those not enrolled in a formal learning institution -placement will only be available in day senior secondary schools. Senior schools will now be categorised into three major academic pathways to cater to the diverse interests and capabilities of learners. The Triple Pathway Schools will offer three distinct learning areas: science, technology, engineering and mathematics (STEM), social sciences, and arts and sports. However, students will not be required to take all three. Instead, they will choose a pathway that aligns with their strengths and aspirations. The Double Pathway Schools will offer either STEM and social sciences, or STEM and arts. Meanwhile, the Vocational and Special Needs Pathway Schools will cater for learners with disabilities such as autism, cerebral palsy and cognitive challenges, focusing on hands-on vocational training tailored to their abilities. To further streamline placement, the ministry has classified senior schools into three types based on accommodation; day schools and hybrid schools, which will accommodate boarding and day students, with specific provisions for boys-only, girls-only, or mixed-gender setups. special needs schools will exclusively cater to learners with hearing, visual or physical impairments and will be equipped with resources to support them.

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