Computer science teachers have raised concerns that the Competency‑Based Education (CBE) is not fully preparing students for future careers in science and technology.
Speaking before the Public Petitions Committee of Parliament on March 4, Computer Science Teachers Association of Kenya (CSTAK) chairperson Fred Kagwe said that although the government has introduced coding lessons and started recruiting STEM teachers through the Teachers Service Commission (TSC), these steps are still too basic and only scratch the surface.
He warned that without stronger support, Kenya risks falling behind in the fast‑changing global tech world.
“Unlike extracurricular activities such as music, drama, and sports, STEM activities, particularly robotics, lack formal financial and policy support, resulting in unequal access, especially among marginalized communities,” stated Fred Kagwe.
He explained that because of this lack of support, many students, especially in remote or underserved areas, are missing out on practical learning that would help them gain real technical skills under CBE.
Further, the teachers urged Parliament to take urgent action to address the declining uptake of Science, Technology, Engineering, and Mathematics (STEM) subjects across the country and to strengthen computer science education in schools.
Teachers Ask Parliament to fix CBE
CSTAK appeared before the committee chaired by Runyenjes MP Muchangi Karemba to push for urgent policy changes.
Also Read: What Parents and Students Should Know About Senior School Categories Under CBC
The association acknowledged that CBC has made positive steps, such as teaching coding using platforms like Scratch and Python.
However, they argued that these efforts are not enough to create the deep technical abilities students will need for innovation and future jobs.
They presented several key recommendations, including:
- Creating a clear national policy and funding plan for STEM and robotics to ensure all schools get fair access to resources
- Introducing proper training and certification for teachers in new areas like artificial intelligence, cybersecurity, robotics, and data science
- Adding more hands‑on learning in the curriculum so students can apply what they learn in real‑life situations
STEM Pathway Shows Mixed Results in Student Choices
Under the Competency-Based Education (CBE) system, the Ministry of Education allows students in senior secondary school (Grades 10–12) to choose one of three main pathways: STEM, Social Sciences, or Arts and Sports Science.
The STEM pathway includes subjects such as mathematics, physics, chemistry, biology, computer science, aviation technology, and geospatial technology, which are designed to prepare learners for careers in engineering, medicine, and technology.
The Social Sciences pathway includes subjects such as history, geography, business studies, and legal studies, while the Arts and Sports Science pathway includes visual arts, performing arts, sports science, and home science.
According to Ministry of Education statistics, 1,330,459 learners sat for the 2025 Kenya Junior Secondary Education Assessment (KJSEA). The results showed:
- 59% had potential for STEM
- 42% for Social Sciences
- 48% for Arts and Sports Science
But actual enrollment told a different story, only about 51–52% of students joined STEM. Social Sciences accounted for 38%, and Arts and Sports Science for 11% as of January 2026.
Also Read: KCPE to CBE: Critical Questions About Grade 9 Automated Placement
This showed that even though many learners show ability in STEM, a good number still avoid it.
The trend increased concerns about dropping interest in mathematics and related subjects. The government had hoped for at least 60% STEM enrollment to support national development goals, but the lower numbers strongly support the concerns raised in the petition.
Controversy Over Making Mathematics Optional
In March 2025, former Basic Education Principal Secretary Belio Kipsang announced that mathematics would become optional in senior secondary school starting in 2026. The announcement was met with widespread criticism from teachers, parents, and professionals who said the change would hurt Kenya’s technological future.
Kipsang said that under CBE, mathematics would not be compulsory, unlike in the 8‑4‑4 system. However, students must still take English or Kenya Sign Language, Kiswahili, Physical Education, and Community Service Learning as mandatory subjects.
“This will affect learners transitioning to senior school when they return to school in their second term,” he said.
“We are giving them time to go home so that parents and learners can consult on what they wish to pursue. The selection process will begin immediately when they return to school,” he said.
Students were to choose additional subjects from a list of 38 to determine their career pathways.
The Ministry also proposed that no more than five learners be placed in the same school during Grade 9 placement under CBE, to promote diversity.
Mathematics Reinstated After Public Pressure
Due to strong opposition from education stakeholders, Education Cabinet Secretary Julius Ogamba announced in April 2025 that the government would reverse the earlier decision.
Mathematics was reinstated as a compulsory subject across all pathways.
- STEM students study Core Mathematics
- Students in other pathways study Essential Mathematics, which gives basic numeracy skills, but with less depth
This approach is meant to ensure all students have a strong math foundation while still tailoring content to different career needs.
Follow our WhatsApp Channel and X Account for real-time news updates.
