Education experts have explained why Grade 10 learners who will not be pursuing the Science, Technology, Engineering and Mathematics (STEM) pathway but opt to take Core Mathematics will be allowed to do so, depending on their Junior School assessment results.
The Kenya Institute of Curriculum Development (KICD) says learners who want to pursue Core Mathematics must have met or exceeded expectations throughout their primary and junior school assessments.
Basic Education Principal Secretary Julius Bitok addresses participants during the launch of the Educational Assessment Resource Centre at New Mitihani House, Nairobi on July 4, 2025.
Photo credit: Bonface Bogita | Nation Media Group
In the framework, Basic Education Principal Secretary Prof Julius Bitok stated that Grade 10 learners who are not pursuing the STEM pathway but wish to take Core Mathematics may be permitted to do so based on their Junior School assessment results.
KICD Director Prof Charles Ong’ondo clarified that the assessment will be considered from both primary and junior schools. Learners must have consistently met or exceeded expectations to qualify for Core Mathematics.
Under the CBE system, performance is classified into four levels: Below Expectation, Approaching Expectation, Meeting Expectation and Exceeding Expectation.
“If a learner has been meeting or exceeding expectations through primary and junior school, they cannot be denied the opportunity to pursue Core Mathematics if they want to,” said Prof Ong’ondo.
Only one in 5 teachers in public junior schools trained in STEM subjects
He noted that learners outside the STEM pathway can still study Core Mathematics if their records justify it. For example, a student in the Social Sciences or Arts pathway could still excel in Mathematics and need it for subjects like Business Studies.
“You can pursue Swahili or Business Studies, which fall under Social Sciences and still be very good at Mathematics. Business Studies requires Mathematics, so why should anyone stop you?” he posed.
Prof Ong’ondo cautioned against creating the perception that learners who do not take Core Mathematics are weak in the subject.
“We do not want to create the notion that those not pursuing Core Mathematics are poor in the subject. It is simply a career choice,” he said, citing examples of high-performing math students passionate about geography or sports.
He added that the flexibility avoids unnecessary stigma, noting: “Otherwise, students will say those avoiding Core Math are simply scared of the subject.”
However, Prof Ong’ondo stressed that STEM learners must take Core Mathematics as it is essential to all STEM-related careers.
“If you look at the content we have developed, STEM subjects traditionally require Core Math. That is why the requirement stands,” he explained.
Principals have welcomed the revised Senior School framework as the country prepares for the transition of Grade 9 learners in January 2026.
Kenya Secondary Schools Heads Association National Chairman Willie Kuria, who is also Principal of Murang’a High School, lauded the move as timely and inclusive.
Kenya Secondary Schools Heads Association national chairman Willy Kuria.
Photo credit: Kevin Odit | Nation Media Group
“This decision may have been informed by public concern about removing Mathematics as a core subject. It is commendable because it allows learners to opt in based on capability,” said Mr Kuria.
Kagumo High School Principal and Chairman of the National Schools Forum Dr Silas Mwirigi noted that the curriculum now offers two levels of Mathematics—Advanced and Ordinary. Ordinary Mathematics suits non-science learners, but is still essential for critical thinking.
“Mathematics trains the mind. For learners in pure sciences like engineering and medicine, Advanced Mathematics is vital. But even those in business or social sciences need basic math to function in daily life,” he said.
Dr Mwirigi said that Mathematics remains unavoidable, even at the university level, calling it “life itself.”
“Whether it is counting children, doing business or pursuing the arts, basic mathematics is necessary. We must not leave our learners idle—math helps sharpen their minds,” he said.
He added that national schools are ready to implement the three pathways—STEM, Arts and Sports Science, and Social Sciences—with the necessary infrastructure, equipment, and staff.
Despite the new flexibility, Dr Mwirigi insisted that Mathematics should remain compulsory across all pathways due to its foundational role in life and academics.
The pioneer CBE cohort, now in Grade 9, will sit for their transition assessment in November. More than 1.2 million learners will join Senior School in 2026, guided by their chosen career pathways, abilities and interests.
