Over the last three years, nearly two million candidates have achieved grades between D and E in mathematics in the Kenya Certificate of Secondary  Education (KCSE) examinations.

942,742 candidates who took the KCSE exam since 2020 received a grade E in mathematics, 602,132 attained a D- (minus), while 399,225 received a D grade. This means that 72. 22 percent of the total candidates scored D and below in mathematics over the three years.

These figures have surfaced as discussions continue regarding making mathematics an optional subject at senior school under the competency-based curriculum (CBC). Poor achievement in the subject is one of the justifications for rendering it optional at the senior school level.

Additional reasons include a transformation in curriculum content, the necessity to minimize resource wastage in the education system, and pre-career specialization. Senior school is set to commence in January 2025.

The announcement last week that mathematics will not be mandatory has produced varied reactions from Kenyans. It has been a required subject in basic education under the 8-4-4 curriculum, which is currently being phased out.

The government states that inadequate performance in mathematics hinders students’ advancement to tertiary education, as mathematics remains a required subject even for those pursuing careers that do not mandate mathematics as a core subject.

In the KCSE examination, the subject contributes to the calculation of a candidate’s average grade, alongside the best-performing language among English, Kiswahili, or Kenyan Sign Language, and the best five other subjects.

“We’ve been wasting many children because mathematics may not be pertinent to them. You assess what has been effective for you and what improvements can be made. Mathematics as a selective subject at the pre-career stage is a global practice and is not a novel idea in the Kenyan context,” elaborated Prof Charles Ong’ondo, the CEO of the Kenya Institute of Curriculum Development (KICD).

“Mathematics for junior school encompasses all the essential knowledge in mathematics for one to achieve numerical literacy. For those pursuing arts, sports, and humanities, mathematics will still be available, but it’s not obligatory,” Prof Ong’ondo informed Nation.

“Within the CBC framework, critical thinking and problem-solving are core competencies. It is crucial to recognize that, although foundational skills are fostered through mathematical and logical reasoning, this core competency is not solely dependent on mathematics. The curriculum across all subjects and learning areas has provisions for the development of this core competency,” he clarified.

His colleague at the Kenya National Examinations Council (Knec), Dr David Njeng’ere, remarked that making mathematics mandatory only serves a minority of learners.

“How is mathematics beneficial if 30 percent are receiving Es? We’re compelling them to engage in something that doesn’t correspond with their potential, skills, and interests. Let’s begin by recognizing that not everyone will fit into formal careers,” he stated.
Dr Njeng’ere clarified that CBC shifts emphasis from subjects to the fundamental competencies that are incorporated in all areas of learning. The competencies include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, self-efficacy, digital literacy, and learning to learn.

“The existing situation is only beneficial for 20 percent of the students. The challenge has been the 80 percent [who struggle]. You cannot advance the country with just 20 percent of the population while neglecting the other 80 percent,” he remarked to Nation.

Dr Njeng’ere clarified that within CBC, the functional skills in mathematics are intended to be attained during upper primary (Grades 4, 5, and 6) and junior school (Grades 7, 8, and 9).

“It’s anticipated that by the conclusion of Grade 9, the practical mathematics required for a learner to pursue their selected careers will have been developed. The senior school curriculum is more advanced and designed for pre-tertiary education,” Dr Njeng’ere stated.

According to Prof Ong’ondo, senior school serves as a pre-career phase where students will take seven subjects. The core subjects will comprise English, Kiswahili, physical education, and community service learning. Students will then be expected to choose an additional three subjects that align with their personal preferences and career aspirations.

“Mathematics will be a requirement for careers linked to STEM (science, technology, engineering, and mathematics), business studies, and some areas of sports science. Thus, the majority of students in senior school are likely to choose mathematics due to its importance in these fields. Ultimately, the choice to study mathematics in the humanities, languages, and literature tracks in senior school depends on individual interests, career objectives, and proficiency in the subject,” he elaborated.

Enrollment in senior school will hinge on selected career pathways. These will include: science, technology, engineering, and mathematics (STEM), social sciences, and arts and sports. Schools will be classified as either triple pathway schools, which will provide all career pathways, or double pathway schools that will offer STEM alongside a choice of the other two.