KNEC Addresses Concerns Regarding the Proposal to Eliminate Mathematics as a Mandatory Subject
Kisumu – The National Examination Council (KNEC) firmly opposed the implementation of compulsory mathematics in senior high schools, clarifying that such a decision may not be in the best interest of the learners.
KNEC Chairperson Prof. Julius Nyabundi articulated this position during the opening of the second Annual Symposium on Competency-Based Assessment in Nairobi.
He noted that the mathematics curriculum at the primary and junior secondary levels is sufficient to equip students with essential learning and vital mathematical skills.
Consequently, by Grade 9, a learner will have acquired foundational arithmetic literacy that is crucial for navigating life in general.
Prof. Nyabundi elaborated that the Competency-Based Curriculum (CBC) is designed for learners to explore areas closely aligned with their strengths in senior school.
He cautioned that mandating all students to continue studying mathematics could impede performance, especially among those not oriented toward STEM fields.
As per KNEC Deputy Director of Quality Assurance and Archives Andrew Otieno, declining trends in examination results illustrate the significant drop in performance in mathematics from primary to secondary levels.
While over 80 percent of students achieve grades between A and D+ in mathematics at Class Eight, only 17. 46 percent attain similar results at the KCSE level.
“The decline is not attributed to the inherent difficulty of the subject. It arises from our exceedingly rigorous assessment and grading systems,” he stated, emphasizing the necessity to review all core subjects at the senior school level and suggesting that mathematics should be compulsory only for pathways related to STEM fields.
Otieno further asserted that enforcing mathematics as a compulsory subject would place art- and humanities-oriented learners at a disadvantage.
He discussed the importance of establishing a more flexible system that accommodates diverse student talents and career aspirations.
In the meantime, the introduction of mandatory community service learning and physical education subjects at the senior level was met with widespread approval.
Eunice Gachoka from the Kenya Institute of Curriculum Development remarked that physical education supports holistic development, while community service encourages patriotism and civic responsibility.
This news was not received positively as previously announced, as stipulated by the Ministry of Education that compulsory subjects in senior secondary schools would only include English, Kiswahili, or Kenya Sign Language; Community Service Learning; and Physical Education.
KNEC expressed optimism regarding improvements in academic performance and the preparedness of students for a range of career options.