Concerns are mounting in Lari Sub-County over declining performance in the Kenya Certificate of Secondary Education, as the country gradually shifts from the 8-4-4 system to the Competency-Based Education framework.
Parents and education stakeholders have expressed anxiety following the 2025 examination results, which painted a troubling picture of academic outcomes in the area. Out of 3,918 candidates who sat the exams, only one student attained a grade A. A significant majority—2,209 candidates—scored between D+ and D-, while 412 students received an E grade. In several schools, the highest grades recorded were as low as C-, D+, or even below.
A comparison with previous performance reveals a notable decline. The sub-county registered a mean score of 3.2629 in 2025, down from 4.2610 in 2024, deepening concerns among parents about the academic direction of learners.
One parent, Simon Wainaina, voiced fears about the future, questioning whether the downward trend could persist into this year’s examinations. He also raised concerns about how the transition to the new education system will be managed in senior secondary schools.
“We want clarity on what is going wrong,” he said.
Led by Samuel Wanjema, the parents criticised schools for what they described as inadequate academic preparation. Wanjema maintained that teachers have a responsibility to ensure the syllabus is fully covered and that students are adequately prepared for both internal and national examinations.
“As parents, we have played our part by paying school fees, purchasing uniforms, and providing all necessary learning materials. The responsibility now lies with the schools,” he said.
Former Kiambu County Lari Kirenga ward member of the county assembly, Joseph Karichu, termed the trend alarming, warning that it could have long-term consequences on students’ academic and career prospects. He noted that university admission rates from the region have been steadily declining, an issue he said should concern all stakeholders.
Karichu, who is seeking the Lari parliamentary seat, emphasised the need for new strategies to motivate both teachers and students in order to reverse the trend. He stressed that education must remain a shared responsibility among parents, teachers, and learners.
“If we do not improve academic performance now, we risk carrying these poor results into senior schools, which would be a major setback,” he cautioned.
Wanjema attributed the poor performance largely to low teacher morale and weak accountability systems. He claimed that some teachers have become disengaged due to a lack of supervision and diminished incentives.
“Many teachers feel demotivated, and there is little follow-up on how lessons are conducted. The reduction in school funding has also limited opportunities for additional income, further affecting morale,” he said.
Despite the challenges, stakeholders remain optimistic that the situation can be turned around. Speaking in Kimende Town, Karichu called for a united approach to improving academic standards, urging all parties to work collaboratively.
“As we focus on raising the mean score, students will be encouraged to work harder and achieve grades that will enable them to join universities,” he said.
Wanjema also pointed out that most day and boarding secondary schools in the sub-county are adequately equipped with classrooms, laboratories, and home science facilities, providing a conducive learning environment. He noted that with proper coordination, motivation, and accountability, improved performance is achievable.
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The concerns come at a critical time when Kenya’s education sector is undergoing significant reforms, with stakeholders keenly watching how the transition to the new system will impact learning outcomes across the country.
By Felix Wanderi
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