NAIROBI — Starting Monday, thousands of Grade 9 pupils across Kenya will take the first major step in shaping their academic futures.
Under new guidelines from the Ministry of Education, learners will choose their preferred Senior School pathways and subject combinations between 9 June and 30 June through a digital platform.
“All learners in Grade 9 must complete the selection of their pathways and subject combinations within the set window,” said Julius Bitok, Principal Secretary for Basic Education.
The directive, issued this week to regional and county education directors, marks a significant stage in the country’s rollout of the Competency-Based Curriculum (CBC).
The new model divides Senior School into three key tracks:
- STEM (Science, Technology, Engineering and Mathematics),
- Social Sciences, and
- Creative Arts and Sports.
But there’s a twist. According to the ministry, STEM will now be compulsory in all senior schools, though pupils can still select it alongside other options.
“Every school must offer STEM. That’s no longer negotiable,” Bitok confirmed.
A System Under Pressure
All public Senior Schools must now submit their Grade 10 capacities and list subject combinations for at least two pathways. These combinations will be uploaded to the online portal, where pupils can choose their preferences.
To remain viable, each subject combination must attract at least 15 learners.
Junior Secondary Schools will be responsible for guiding pupils through the selection process. Teachers and career guidance officers have been briefed to assist learners and their families in making informed choices.
Each Grade 9 pupil must:
- Choose one academic pathway,
- Select three subject combinations, and
- Apply to up to 12 schools, spread across four distinct clusters.
The clusters are designed to ensure regional balance, affordability, and access—particularly in rural and underserved areas.
The system also includes schools with facilities for Special Needs Education (SNE), a move praised by advocates as a step toward inclusive learning.
Concerns and Questions
While the Ministry has praised the automated selection as fair and modern, critics say more clarity is needed.
“Families, especially in marginalised areas, are still confused about what each pathway actually means for a child’s future,” said Margaret Wanjiru, a teacher and education consultant based in Embu. “There’s a lot of excitement but also fear of making the wrong choice.”
Some parents worry that pushing STEM so strongly may come at the expense of other important subjects.
“We want our children to be scientists,” said Joseph Odhiambo, a parent in Kisumu. “But not everyone is cut out for physics or coding. We need balance.”
Others are calling for more investment in teacher training and school infrastructure to match the ambition of the new system.
A recent report by Twaweza East Africa, an education think tank, warned that while curriculum reform is essential, the rollout risks deepening inequalities if schools aren’t equipped to deliver.
The Road Ahead
For now, the Ministry is betting that early exposure and structured choice will give pupils a stronger footing in life beyond school.
Bitok insists the reform is about preparing young Kenyans for a fast-changing world.
“This is how we equip our learners to think ahead. To plan, to specialise, and to thrive,” he said.
As Kenya edges closer to full implementation of the CBC, this month’s choices could shape not only the careers of a generation but the future of the education system itself.
