- Dr. Belio Kipsang’s remarks affirming students’ autonomy in choosing career paths, including STEM, Social Sciences, Arts, and Sports, has sparked mixed reactions.
- The debate highlights the challenge of balancing curriculum flexibility with foundational education, as some see optional mathematics as fostering specialization, while others argue it is essential for critical thinking and problem-solving.
- The government must strike a balance, ensuring students have the freedom to explore their strengths while maintaining an education system that equips them for a rapidly evolving job market. Whether mathematics remains compulsory or optional, one thing is certain—the future of Kenya’s workforce hinges on the strength of today’s policies.
A recent policy clarification by Basic Education Principal Secretary (PS) Dr. Belio Kipsang has ignited a spirited debate among Kenyan scholars, educators, and policymakers over the role of mathematics in the senior school curriculum. The discussion took center stage over the weekend in the ScholarMedia Digital WhatsApp group, a distinguished forum that has flourished for nine years, uniting scholars, policymakers, corporate leaders, senior government officials, and other thought leaders. Notably, the PS himself is a member of this esteemed platform.
Policy Clarification: Mathematics and Science Optional in Senior School
Dr. Kipsang clarified that under the Competency-Based Curriculum (CBC), senior school students are not mandated to study mathematics and science subjects. He emphasized that while every senior school is required to offer the Science, Technology, Engineering, and Mathematics (STEM) pathway, students have the autonomy to choose their preferred career pathways, which include STEM, Social Sciences, and Arts and Sports. He stated, “In Grade 10, it is not compulsory to do mathematics and sciences subjects. Because if you are not doing humanities, or sciences, why would you be required to do mathematics?”
Dr. Kipsang’s remarks, which aimed to affirm the autonomy of students in selecting career pathways—including STEM, Social Sciences, and Arts and Sports—triggered polarized reactions. While some participants see the policy as an opportunity for students to pursue education based on their strengths and interests, others decry it as a misstep that could hinder national development.
A Nation Without Mathematics?
Renowned scholar Prof. Makau Mutua set the tone for the debate, dismissing the idea of making mathematics optional. In his characteristically forthright style, he stated, “A country that doesn’t know math can’t go anywhere.” His argument resonated with many participants who believe that mathematics is a pillar of national progress.
Supporting this view was Principal Dr. Erick Wara, who expressed frustration over what he perceived as a systematic dilution of the curriculum. He criticized the government’s approach to education policy, remarking sarcastically, “At this rate, our own great MOE, after consultations with eminent education experts, will soon roll out a policy that says that there is no syllabus in Kenya.” His sentiments captured the disappointment of many educators who feel excluded from critical policymaking decisions.
Prof. PLO Lumumba, a distinguished legal scholar and respected voice in public policy, weighed in on the mathematics debate with a succinct yet revealing observation: “The problem with the Ministry of Education is communication.” His remark underscores a fundamental issue—many challenges in implementing curriculum reforms stem not from the policies themselves but from a breakdown in effective dialogue between the Ministry and key stakeholders.
According to Prof. Lumumba, enhancing communication channels is crucial for ensuring that reforms are understood, accepted, and effectively executed, ultimately aligning policy decisions more closely with the realities of classrooms and the needs of students and educators alike.
Competency-Based Education and the Freedom to Choose
On the opposing side, Prof. Augustino Onkware of the University of Eldoret presented a strong defense of the Competency-Based Curriculum (CBC), arguing that allowing students to select subjects based on their strengths was a progressive step rather than a flaw. He emphasized that forcing students to study subjects in which they struggle is counterproductive and contradicts modern educational principles that prioritize skill-based learning over rote memorization.
“We analyze and evaluate results, not fears. Concerns and risks should have been addressed at the planning stage, while implementation should focus on managing shortfalls,” Prof. Onkware asserted. He cautioned against excessive skepticism, likening it to the Israelites in the wilderness longing for their past instead of embracing change. While acknowledging that no plan is perfect, he stressed the importance of continuous monitoring, evaluation, and improvement.
He emphasized a proactive approach, stating, “Let us move beyond criticism and actively contribute to refining CBC. Are we helping by merely pointing out what’s wrong and leaving the Ministry to figure out solutions? It could be faster if we proposed alternatives for consideration.”
He further addressed concerns about CBC’s implementation, questioning whether the Ministry had a dedicated implementation team and whether it was receiving structured feedback. While he believed the Ministry was responding to emerging issues, he noted that its large size could result in slow turnaround times. Nonetheless, he dismissed fears that CBC would “destroy” an entire generation, arguing, “The end results could be different from our ‘ideal,’ but that’s how society grows.”
Similarly, Abdirisack Jaldesa, Nyandarua County Commissioner reinforced the idea that CBC allows for early assessment of students’ abilities, ensuring that by Grade 9, learners have a clear understanding of their strengths and interests. He saw the policy as a way to guide students into fulfilling careers without forcing them into subjects they have no passion for.
Principal Yonah Nyakoe expressed deep concern over the growing influence of individuals without educational expertise in policymaking. He warned that sidelining seasoned educators in crucial decisions could have far-reaching consequences, potentially compromising the quality of education and hindering the nation’s long-term development.
The Danger of Premature Academic Choices
However, Dr. Ken Mong’are Bw’Onyancha, based in Michigan, USA, cautioned against allowing students to make critical academic decisions too early. He argued that mathematics and science should be foundational subjects in every learner’s academic journey, ensuring they have the chance to explore various disciplines before committing to a specific career path.
“How do you determine if a child is bad at math before they have reached a certain level of exposure?” he posed, questioning the logic behind making the subject optional at senior school level.
“If I were allowed to choose what I wanted to do with my academic life in form one, I would have changed my mind many times over. In fact, some would still change their minds in college. A base line of years of mathematics (and science) to determine ability and interest is the way to go. Elsewhere in the world, a student has to pass mathematics and a science, say Biology, to graduate from high school,” he added.
Echoing these concerns, Principal George Wamulama found the exclusion of education professionals from policy discussions deeply troubling. He voiced his frustration over the fact that critical education reforms were being dictated by individuals with little to no classroom experience. Expressing his dismay, he remarked, “It is very annoying! And nobody is even asking the educationists!” His words resonated with a broader sentiment that government policies often take shape without meaningful engagement from key stakeholders, raising questions about the effectiveness and sustainability of such reforms.
Mathematics as a Core Subject Across All Fields
Some debaters, including Prof. Romanus Odhiambo Otieno, Vice-Chancellor of Meru University, argued for a middle ground. While he acknowledged the need for curriculum flexibility, he firmly advocated for making mathematics, English, and religious studies compulsory for all students. According to him, these subjects form the backbone of education, regardless of the career path a student chooses.
Prof. Abednego Gwaya of Jomo Kenyatta University of Agriculture and Technology (JKUAT) agreed, emphasizing that even in arts-based courses, mathematical concepts are necessary. He insisted that eliminating mathematics from certain pathways could limit students’ critical thinking and analytical skills, which are essential across all disciplines.
Prof. Maurice Oduor Okoth, a Chemistry Professor at the University of Eldoret, highlighted that mathematics and languages are fundamental subjects in secondary schools, providing essential skills for academic success, career opportunities, and everyday life.
Simon Mutali Chesebe’s academic journey sheds light on the challenges many students face with mathematics. “I attained a 9 in this system, an equivalent of an E in the 8-4-4 system. This didn’t stop me from joining A-levels, where I took Kiswahili, History, Geography, and General Paper,” he recalls.
For Chesebe, the Chief Principal of Tenwek High School, completing Form Six was a moment of celebration—he thought he had finally left mathematics behind. However, university studies proved otherwise. “At university, I encountered a unit in psychology that involved math… I don’t even want to explain what I went through!” he admits.
Despite his struggles, Chesebe now acknowledges the value of mathematics in everyday life. “Math is everywhere. Let’s support our children to do some math for life.”
As the debate intensified, Prof. Edward Ontita from the University of Nairobi drew comparisons between Kenya’s CBC system and the former ‘A’ level curriculum, where mathematics was not compulsory for all students. He questioned why, in a competency-based approach, mathematics should be considered a must-have subject if a student is not pursuing STEM-related studies. His argument prompted discussions about how to balance curriculum flexibility with foundational subjects.
From a different angle, Dr. Peter Muchange Nyaga of Kenyatta University questioned the rationale behind making mathematics optional after Grade 9, when it had already been taught as a core subject throughout primary and junior secondary levels. He wondered whether the policy implied that mathematics was suddenly irrelevant beyond a certain stage, which, in his view, was illogical.
Education, Morality, and National Development
Dr. Tom Kabage of Kisii National Polytechnic challenged the notion that morality naturally follows from religious observance. “Is it only children? What about us?” he questioned, noting that although religion has long been a fixture in human society, countries with lower levels of religiosity often demonstrate stronger moral standards than many African nations. He argued that relying solely on religious studies to instill values is insufficient to address today’s moral challenges.
Dr. Mong’are expanded the discussion by examining the complex relationship between religion and morality. “It is a conundrum, isn’t it? We assume that religion equals morals. If that were the case, then you would think that the religious Africa would be morally squeaky clean. Nope,” he observed. He further critiqued the behavior of self-proclaimed Christian leaders both in Kenya and abroad, remarking, “We seem to sermonize the Good Samaritan but have little to show for our deeds.” His pointed comments underscored his belief that while moral precepts are widely preached, many fall short in practice.
Prof. Odhiambo contributed by stressing the importance of early moral education. He maintained that values are best learned and internalized at a young age, noting, “Teaching a child values and culture at an early age leads to better results than when this is done later in life.” He suggested that the absence of compulsory religious studies up to Form 4 might partly explain the moral challenges faced today.
Collectively, these perspectives illustrate the broader debate over how best to nurture not only academic excellence and industrial growth but also genuine moral integrity in society.
The Role of Career Guidance and Structured Learning
Principal John Sewe proposed a middle ground, suggesting that instead of making mathematics compulsory, its components should be tailored to different career pathways. He argued that students in fields like business, law, or the arts should learn mathematics relevant to their professions rather than following a uniform curriculum.
Retired Principal George Okeyo of Nyaguta Secondary reflected on his years of experience in education, noting that career choices are not always determined by initial academic plans. He pointed out that many people end up in fields they never planned for, making a strong foundation in core subjects crucial for adaptability.
Elijah Nyaanga, the Founder and CEO of Scholar Media Group Africa (SMEGA) called for early exposure, mentorship, and structured career guidance to help learners make informed subject choices. He suggested that career exploration should begin in lower educational levels, rather than leaving students to figure things out too late in the learning process.
“The idea that young students already know their academic interests is often unrealistic. At that stage, most are just trying to navigate school, peer pressure, and the expectations placed on them. Interests evolve with exposure, experience, and guidance. For many, career paths take shape much later, sometimes even after university. So, instead of rigidly pushing “follow your interests,” perhaps we should be saying: “Explore widely, stay curious, and embrace adaptability.” That way, students can discover and refine their passions over time, rather than feeling pressured to have it all figured out too soon.”
He emphasized the need to introduce career exploration much earlier in a student’s academic journey, rather than waiting until university or the later years of high school. According to him, integrating real-world experiences, industry interactions, and practical skill-building at lower levels of education would better prepare students for the future. “For instance, career clubs, mentorship programs, and experiential learning—such as shadowing professionals, project-based learning, and internships—could be embedded into primary and secondary education,” he suggested. This approach, he explained, would not only help students develop a clear sense of direction but also allow the flexibility needed for growth and change.
Similarly, Dr. George Nyandoro from Kisii University (KSU) advocated for career guidance to be introduced as early as primary and junior secondary levels. He emphasized that early exposure to career options would help students make informed decisions before reaching senior school, ensuring they understand the long-term implications of their academic and professional choices.
Balancing Curriculum Flexibility with Foundational Education
The debate underscores the challenge of balancing curriculum flexibility with the necessity of a foundational education. Proponents of making mathematics optional argue that it allows students to focus on areas aligned with their interests and career aspirations, potentially reducing disengagement and dropout rates. However, opponents contend that mathematics is integral to developing critical thinking and problem-solving skills, which are applicable across various disciplines and essential for informed citizenship.
Global Perspectives on Mathematics Education
Globally, educational systems vary in their approach to mathematics education. In some countries, mathematics remains compulsory throughout secondary education, reflecting its perceived importance in fostering analytical skills and supporting STEM fields. In others, students have the option to discontinue mathematics after a certain level, allowing for specialization in other areas. The effectiveness of these approaches often depends on the broader educational context, including the availability of resources, teacher expertise, and cultural attitudes toward education.
A Nation at a Crossroads
As the debate drew to a close, it was clear that Kenya faces a critical decision regarding the future of its education system. While some participants championed curriculum flexibility, others warned of the long-term consequences of weakening foundational subjects.
The government must strike a balance—ensuring students have freedom to explore their strengths while maintaining an education system that prepares them for a rapidly evolving job market. Whether mathematics remains compulsory or optional, one thing remains clear: the future of Kenya’s workforce depends on the strength of today’s policies.
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