In March 2025, we examined the rising concerns over Kenya’s Competency-Based Curriculum (CBC) rollout, where critics warned that critical academic foundations were being neglected in the rush toward specialization as discussed here. Chief among these concerns was the controversial proposal to make mathematics optional for students in the Arts & Sports Science and Social Sciences pathways at the senior secondary school level. Many stakeholders — including professional bodies, educators, and parent associations — argued that removing compulsory mathematics risked undermining students’ critical thinking, problem-solving ability, and future career flexibility. The fears were compounded by Kenya’s broader ambitions to remain competitive in a global economy increasingly shaped by STEM skills and data-driven professions. As the CBC pathways were being finalized for the Grade 10 transition starting in 2026, it became clear that significant gaps remained between the curriculum’s vision and its practical implications. It is against this backdrop that, in April 2025, the Ministry of Education announced a major policy reversal: mathematics would once again be mandatory across all senior secondary school pathways, not just for STEM students. This reinstatement signals an important shift toward reinforcing core competencies while still pursuing specialization — a recognition that a solid academic base is essential for building adaptable, future-ready graduates.

The decision to reverse course on mathematics came after intense, organized advocacy by various stakeholder groups who viewed the optionalization of math as a dangerous policy misstep. Organizations such as the Institution of Engineers of Kenya (IEK), the Kenya Union of Post-Primary Education Teachers (KUPPET), and the Architectural Association of Kenya (AAK) were among the most vocal opponents. They collectively warned that sidelining mathematics would erode essential competencies needed across all fields, not just technical ones. Their arguments framed mathematics as the “language” underpinning modern engineering, architecture, finance, digital technology, and even the creative industries — emphasizing that basic numeracy is now a universal life skill, not a niche technical ability. During the national dialogues on CBC reforms, a strong consensus emerged that foundational subjects like mathematics cannot be optional in a 21st-century education system. CS Julius Ogamba acknowledged the impact of this feedback during the announcement, positioning the Ministry’s U-turn as evidence of a responsive government willing to adjust policy based on real-world insights. However, this shift, while welcome, also highlights earlier weaknesses in CBC policy design — suggesting that insufficient consultation with key professional sectors had left the initial plans vulnerable to critical gaps. It also underlines a broader tension within the CBC framework: the challenge of balancing meaningful specialization with maintaining a strong, common academic foundation across diverse student pathways.

To operationalize the reinstated mathematics requirement, the Ministry of Education — in collaboration with the Kenya Institute of Curriculum Development (KICD) — has adopted a differentiated model. Students following the STEM pathway will study “pure mathematics,” covering advanced concepts necessary for science and technology careers. Meanwhile, those pursuing Arts & Sports Science and Social Sciences will engage with a “simplified” or “foundational” version of mathematics aimed at building essential problem-solving and numeracy skills relevant to their fields. While this solution addresses stakeholder demands for universal mathematical literacy, it simultaneously introduces a new layer of complexity into an already strained CBC implementation process. The development of two distinct mathematics curricula will require extensive work by KICD to ensure each pathway remains rigorous and coherent. Additionally, the Teachers Service Commission (TSC) must ensure that sufficient numbers of teachers are trained and deployed to deliver differentiated mathematics instruction effectively — a tall order given existing shortages and capacity constraints highlighted in previous CBC evaluations. Schools will also need updated materials, tailored assessments from KNEC, and sufficient infrastructure to handle new teaching demands. In short, while reinstating compulsory mathematics is a vital corrective step, it magnifies the resource, training, and logistical challenges already dogging CBC’s transition. It also reinforces a broader lesson for education reform: that protecting foundational skills must remain central, even as systems innovate and specialize for a changing world.

References:

All Africa Kenya: Mathematics to Remain Compulsory in Primary and Secondary Schools

The Eastleigh Voice State makes Math mandatory for all CBC senior school learners after public outcry

The Standard Maths no longer compulsory as CBC pioneers set to pick careers

The Standard Stakeholders raise concerns over Math specialisation at Senior Schools

Capital News Mathematics to remain compulsory in primary and Secondary Schools

Jijuze Concerns Over Kenya’s Competency-Based Curriculum Implementation