Why more KCSE candidates are scoring Ds in Maths

 Stakeholders say the consistently low performance in mathematics reflects deeper challenges in foundational learning. [iStockphoto]

Education stakeholders have raised concern over poor performance in mathematics, as data shows that more than half of candidates who sit Kenya Certificate of Secondary Education score D+ and below in the subject.

Data from the Kenya National Examinations Council indicates that the weak performance in mathematics remains one of the biggest challenges in the country’s education system, raising fresh questions about the effectiveness of learning in earlier school years.

Education experts warn that the trend could undermine the country’s long-term ambitions in science and technology, particularly at a time when the Competency-Based Curriculum seeks to steer 60 per cent of learners toward science, technology, engineering and mathematics (STEM) pathways. 

Stakeholders say the consistently low performance in mathematics reflects deeper challenges in foundational learning, particularly in literacy and numeracy skills developed during the early grades.

Without strong foundations, many learners struggle to grasp more complex concepts in upper primary and secondary school, eventually affecting their performance in national examinations.

The concerns were raised during the launch of Vision 2040: Strong Foundations for Lasting Change, a long-term strategy unveiled in Nairobi by Mizizi Elimu Afrika.

The strategy aims to strengthen foundational learning across Africa and improve learning outcomes for millions of children over the next decade and a half. 

Under the plan, the organisation seeks to support efforts to improve foundational learning outcomes for at least 10 million children across the continent by 2040 through research, policy engagement and partnerships with governments and education stakeholders. 

Speaking during the launch, Mizizi Elimu Afrika Chief Executive Officer John Mugo said strengthening foundational learning is critical to addressing persistent learning gaps across the continent.

“Foundational skills are the roots of every child’s future. When children learn to read with understanding, reason with numbers, and develop life skills and values early in life, they gain the confidence and agency to shape their own futures,” he said.

The organisation said its strategy will focus on strengthening learning in classrooms and communities, supporting more accountable education systems, and fostering collaboration among governments, educators, civil society organisations and development partners.

Education stakeholders at the event also called for stronger investment in early grade learning, noting that improving foundational literacy and numeracy could play a key role in reversing poor performance trends in national examinations and preparing learners for future academic and career pathways.

These concerns dominated discussions in Nairobi during the launch of a long-term strategy aimed at strengthening foundational learning across Africa.

The strategy, unveiled by Mizizi Elimu Afrika, seeks to catalyse improved foundational learning outcomes for at least 10 million children across the continent by 2040.

Stakeholders at the event said reversing poor learning outcomes will require systemic reforms that go beyond classroom interventions and instead address weaknesses across the entire education ecosystem.

According to the strategy blueprint, strengthening foundational learning will require a shift toward systems-level reforms that align policies, budgets, teacher training and accountability structures around early literacy, numeracy and life skills.

The report argues that many education systems continue to treat foundational learning as a narrow issue focused mainly on early literacy programmes, rather than embedding it as a central pillar of education policy and resource allocation.

To close the gaps, the strategy proposes strengthening the capacity of teachers, school leaders, policymakers, and families to support learning during the critical early years of a child’s education.

One of the key proposals is to equip educators and school leaders with better training and tools to deliver inclusive and values-based teaching approaches that build strong literacy and numeracy skills while also nurturing confidence, wellbeing and critical thinking among learners.

The blueprint also calls for reforms in teacher training institutions and curriculum development processes to ensure that teaching frameworks, learning materials and assessment systems are aligned with foundational learning goals.

Another major pillar of the strategy is strengthening collaboration across education actors, including governments, civil society organisations, researchers, and development partners.

The report notes that many promising education innovations often remain confined to small pilot projects and fail to influence national policy or scale across the education system.

To address this challenge, the strategy proposes creating stronger partnerships that can help move successful initiatives from pilot stages to large-scale adoption within national education systems.

The plan also emphasises the importance of using research and data to guide policy reforms, arguing that governments and education stakeholders must rely more on evidence when designing and implementing interventions aimed at improving learning outcomes.

Through deeper research partnerships and improved data use, the organisation hopes to support governments in identifying learning gaps early and implementing targeted reforms.

Another focus of the strategy is strengthening the role of families and communities in supporting children’s learning, particularly during the early years when foundational skills are formed.

The blueprint recognises parents and caregivers as critical actors in education systems, noting that children’s learning outcomes are often shaped not only by classroom instruction but also by the learning environments at home and in communities.

By empowering families to support children’s learning and encouraging stronger collaboration between schools and communities, stakeholders believe it will be possible to reinforce the development of literacy, numeracy and life skills.

Education stakeholders also stressed the need for stronger policy leadership and accountability mechanisms to ensure foundational learning remains a priority in national education systems.

The strategy therefore calls for governments to align policies, funding priorities and monitoring frameworks in ways that prioritise early learning outcomes and ensure that the most disadvantaged learners are not left behind.

According to the blueprint, education reforms must also pay particular attention to learners who face multiple barriers to education, including poverty, disability, language challenges, and geographic isolation.

Stakeholders say addressing these inequalities will be key to improving national learning outcomes and ensuring that more learners progress successfully through the education system.