Barely four months after the rollout of senior school under the competency-based education (CBE) system, cracks are already beginning to show as thousands of Grade 10 learners seek to abandon the pathways they initially chose.
Reports from schools across the country indicate that many learners are reconsidering their subject combinations after initially selecting pathways influenced by parents, peers and societal expectations rather than their own strengths and interests.
The situation has exposed growing confusion in the rollout of senior school under CBE, with some principals revealing that requests for pathway changes are becoming increasingly common, complicating timetables, staffing and classroom organisation.
Oxford University Press Publishing Lead Rosemary Jepchirchir (right, in blue t-shirt) briefs Education Cabinet Secretary Julius Ogamba (left) on the school books on display during the launch of the distribution of Grade 10 textbooks at English Press Ltd offices on January 22, 2026.
Photo credit: Francis Nderitu | Nation Media Group
Education Cabinet Secretary Julius Ogamba acknowledged the challenge, saying learners who feel trapped in the wrong pathways should be allowed to pursue options aligned with their abilities.
“I have seen reports that some learners may want to change pathways because their initial choices were driven by factors other than their individual abilities. Provide the opportunity for these requests so that the learners are allowed to choose the pathways that are informed by their abilities. We should not impose our preferences on our children,” said Mr Ogamba during a prize-giving day ceremony at Nyandarua High School on May 25, 2026.
Under the new education system, learners joining senior school are expected to specialise in one of three pathways: Science, Technology, Engineering and Mathematics (STEM); Social Sciences; or Arts and Sports Science.
“The pathways are designed to help learners specialise in areas that reflect their strengths while contributing to the realisation of Kenya’s development agenda. It is our responsibility as stakeholders in education, the parents, the teachers and the administrators to support our learners in their pursuit of their actual aspirations and potential,” said the Cabinet Secretary.
However, principals say many learners entered senior school without adequate career guidance while in junior school.
“I have more than 1,000 Grade 10 students. Each week they keep changing their career choices. Today they are in science classes, tomorrow they drop for humanities or arts. These children are yet to settle,” said a chief principal from a national school in Murang’a during principals’ conferences in Mombasa.
Another principal from Makueni held the same sentiment, saying teachers are finding it hard. The principals said the constant movement has made planning difficult for schools already grappling with teacher shortages and limited facilities.
“We are watching closely as we wait for the Kenya National Examinations Council (KNEC) to help us navigate this scenario,” he added.
Kenya Secondary Schools Heads Association (Kessha) boss Willy Kuria addressing the press during a past conference in Mombasa.
Photo credit: Kevin Odit | Nation Media Group
The Kenya Secondary School Heads Association (KESSHA) chairperson, Willie Kuria, blamed the confusion on a lack of proper career mentorship before learners transitioned to senior school.
“Currently, learners leave junior school without clear guidance and when they arrive in senior school they keep picking new subjects. They are undecided and were not properly guided,” said Mr Kuria.
However, the Kenya National Examinations Council, Chief Executive Officer, Dr David Njengere, said the Kenya Junior School Education Assessment report is comprehensive and provides both quantitative and qualitative feedback on a child’s abilities for each learning area.
“For each learning area, the report indicates whether a learner is exceeding expectations, so what does that mean quantitatively, is it an 8 or 7? We have also provided cluster weights, that is the ability of the child for every pathway. Therefore, schools were expected, in the first term, to admit and guide the learners on the appropriate pathways and tracks to pursue in senior school,” said Dr Njengere.
KESSHA is now pushing for Grade 9 to be domiciled in secondary schools instead of primary schools, arguing that their institutions are better equipped to mentor learners before pathway selection.
“Grade 9 should be domiciled in secondary school since we have space and facilities and are better able to guide subject combinations in Grade 10 based on Grade 9 assessment,” said Mr Kuria.
He argued that keeping learners in the same primary school environment for 11 years, including pre-primary education, limits exposure and delays maturity.
“Eleven years in primary school is too long. In junior school they simply change uniforms but remain in the same environment. These students are not organised and many are not ready for pathway selection,” he said.
Mr Kuria further proposed that placement assessments be conducted in Grade 8 rather than Grade 9 to help identify learners’ strengths early enough before transition to senior school.
According to KESSHA, senior schools already possess laboratories, libraries, ICT facilities and experienced teachers capable of guiding learners more effectively, particularly those pursuing STEM subjects.
“Our institutions are infrastructure-ready unlike many primary schools. Many senior schools already have science labs and facilities essential for Grade 9 learning,” said Mr Kuria.
However, the Kenya Primary School Head teachers Association (KEPSHA), led by its chairperson Mr Fuad Ali, dismissed calls to move Grade 9 learners to senior schools, warning that such a move would amount to taking the country back to the 8-4-4 system, which is currently being phased out. The last cohort under 8-4-4 is currently in Form Three.
Mr Ali said the Presidential Working Party on Education Reforms had already established clear structures for the Competency-Based Education (CBE) system: two years of pre-primary, six years of primary, three years of junior school, and three years of senior school.
“If we need changes, it would mean going to a referendum to reset the system, and I don’t see how that would be possible,” he said.
He instead proposed the deployment of professional career counsellors to schools to help learners make informed choices while still in junior school.
“Our teachers can also be retooled to conduct career guidance. These are policy and legal issues that cannot be changed casually after the system is already in place,” he said.
Mr Ali further defended the current Grade 9 learners, saying they are performing well academically and in co-curricular activities compared to students under the outgoing 8-4-4 system.
“The country cannot go back. The train has already left the station. We do not want to go back and forth on this issue,” he said.
Despite the growing concerns, the Ministry of Education insists the rollout of CBE remains on course.
Mr Ogamba said the first CBC cohort recorded a transition rate of more than 99 per cent into senior school, describing the milestone as a major success in the country’s education reforms.
According to the CS, the education sector received Sh700 billion in the current financial year, with the allocation expected to rise further in the 2026/2027 budget to support CBC implementation, infrastructure expansion and teacher recruitment.
