STEM’s popularity exposes senior school teacher gaps
Teachers and parents of Hekima School, Kisumu, celebrate their top performers following the release of the Kenya Junior School Education Assessment results on December 12, 2025.
The Ministry of Education (MoE) is preparing to transition 1.1 million learners to senior school next month under the Competency-Based Education (CBE) system.
New data, however, reveals a critical mismatch between student demand and teacher availability that could undermine the curriculum’s success.
Grade 9 learners will begin placement in senior schools today (Monday) following the release of the 2025 Kenya Junior Secondary Education Assessment (KJSEA) results.
Placement will follow a cluster system, with Cluster 1 schools—formerly national schools under the 8-4-4 system—offering all three learning pathways: STEM, Social Sciences, and Arts & Sports. Day schools will provide only two pathways.
The Ministry and the Teachers Service Commission (TSC) face a daunting task as the first cohort of CBE learners moves to Senior School amid a shortage of specialised teachers, particularly in the high-demand STEM pathway.
TSC data indicates that transitioning 1.1 million learners will require an estimated 58,590 additional teachers across all pathways.
The demand is heavily skewed towards STEM, reflecting the number of specialised subjects within the pathway. STEM alone will require 35,111 teachers across 15,046 classes, Social Sciences 14,630, and Arts & Sports 8,778.
CBE cohort
Despite plans to accommodate the first CBE cohort by expanding capacity in specialised schools, the large number of students opting for STEM has exposed a significant teacher deficit. Ministry statistics show that more than half of the learners who sat the KJSEA selected STEM, while 437,000 chose Social Sciences and 124,000 Arts & Sports.
The mismatch between student interest and teaching capacity highlights the scale of the challenge. In response, the Ministry has developed a strategy to increase capacity in secondary schools that already offer technical subjects. Placement will focus on optimising capacity across existing schools categorised as C1 (National), C2 (Extra-County), C3 (County), and C4 (Sub-County/Day Schools).
Dr William Sugut, Head of the Directorate of Secondary Education, said the transition plan is being implemented online. “We are aware that there are new subjects under STEM. What we have done is ensure that schools already offering subjects such as metal work increase their intake, since they have the equipment and teachers,” he said.
Several national schools have been earmarked for expansion. Mang’u High School (C1) will significantly increase intake for Aviation, while Njoro Boys will admit more students for Metal Work and Wood Work. C1 schools will offer all three pathways, while C2, C3, and C4 schools will provide fewer options, depending on facilities and teacher availability.
Specialised schools
Dr Sugut expressed confidence that the Ministry is “on top of things” and will ensure a smooth placement process. However, relying on a limited number of specialised schools to absorb the large STEM cohort raises concerns about equitable access to quality technical education nationwide.
“Out of the 1.1 million Grade 9 learners, we need to transition about 700,000 into STEM. This includes pure sciences such as Biology, Chemistry, Mathematics, and Physics, as well as applied sciences like Agriculture, Computer Studies, Home Science, and technical studies including Aviation, Wood Work, Metal Work, Power Mechanics, and Building Construction. We are fully aware of this and are working on it,” Dr Sugut said.
Education expert Dr Emmanuel Manyasa of Usawa Agenda warned that some learners may enter Senior School without adequate preparation at primary and junior secondary levels.
“These children struggled through primary school with teachers who were retooled over weekends. They struggled through junior school because learners were moved before enough teachers were hired. To some extent, we sacrificed them by rolling out CBE when we were not ready. These children are now victims,” Dr Manyasa said.
He urged education stakeholders to prioritise improvements in teaching and learning to ensure that learners’ experience at Senior School meets the intended standards of the CBE system.
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