Stakeholders raise concerns over Math specialisation at Senior Schools

The government’s proposal to make Mathematics an optional subject at the senior school level under the Competency-Based Curriculum (CBC) has sparked intense debate among stakeholders, with educators, parents, and professionals weighing in on the potential impact of the policy shift.

The Kenya Union of Post-Primary Education Teachers (KUPPET) has been at the forefront of opposition, arguing that eliminating Mathematics as a compulsory subject could undermine the country’s workforce development and educational standards.

According to the union's Deputy Secretary General Moses Nthurima, Mathematics remains a foundational subject critical to multiple disciplines, including STEM fields, humanities, and sports.

“KUPPET rejects the government's proposal to make Mathematics an optional subject at the senior school level,” Nthurima stated.

“Maths is an essential subject for building a competent workforce for the 21st century. It has applications in all other areas, including humanities, sports, and, of course, STEM.”

Despite the union’s strong stance, proponents of the new CBC structure argue that the move allows for greater specialization and flexibility in education.

Scholar Media Africa’s Gilbert Ang’ana contends that the traditional 8-4-4 system forced students into a broad curriculum that is often misaligned with their career aspirations.

“One of the major failures of the 8-4-4 system was delaying specialization until postgraduate levels, leading to a mismatch between graduates' skills and job market demands,” Ang’ana stated.

“CBC allows students to specialize earlier, a model successfully adopted by advanced education systems worldwide”

The proposal remains a contentious issue, with a clear divide between those championing early specialization and those emphasizing the irreplaceable value of Mathematics in holistic education.

Supporters of the change argue that while Mathematics is vital, it is not the sole indicator of cognitive development or problem-solving ability.

“Critical thinking, decision-making, and systematic problem-solving can be nurtured through various disciplines, including coding, engineering, business, and even the creative arts,” Ang’ana added.

However, professional bodies such as the Architectural Association of Kenya (AAK) have voiced their concerns over the potential consequences of removing Mathematics as a core subject.

 In a statement released on March 13, 2025, AAK stressed the necessity of Mathematics for careers in critical sectors such as engineering, architecture, and finance.

“While we acknowledge the concerns leading to this proposal, such as ongoing poor performance, we strongly maintain that Mathematics is a core and fundamental pillar of a holistic and comprehensive education,” read the AAK statement.

The debate has also drawn reactions from parents, with National Parents Association chairman Silas Obuhatsa advocating for a more inclusive discussion among stakeholders. “Parents have roles to play in ensuring their children receive equity and quality education. Engaging stakeholders in this debate is necessary to make informed decisions,” he remarked.

In response to the growing discourse, Education Cabinet Secretary Julius Ogamba assured the public that the Ministry of Education is carefully considering all feedback before finalizing the policy.

“We are listening, analyzing, and evaluating the different perspectives on this matter to ensure we make the right decision for the sector,” Ogamba said.

The government now faces the challenge of balancing these perspectives while striving to create a curriculum that best serves the nation’s educational and workforce needs.