Mathematics will take centre stage in Kenya’s Senior School education as the Ministry of Education (MoE) introduces two specialised strands, namely Core Mathematics and Essential Mathematics, under the Competency-Based Curriculum (CBC).
The dual approach aims to ensure that every learner develops numeracy skills suited to their strengths, interests, and future career paths.
The Guidelines for Implementation of Senior School Education, okayed by Education Cabinet Secretary Julius Migos Ogamba, Principal Secretary Amb. (Prof.) Julius K. Bitok and Director General Dr Elyas Abdi outline policy directions for curriculum, governance, infrastructure, and assessment.
They specify that Mathematics will remain a compulsory subject for all Senior School learners. However, they will differ in depth and application across the three pathways — STEM, Social Sciences, and Arts & Sports Science.
“Learners at this level shall take seven (7) subjects comprising four core subjects, namely English, Kiswahili, Core Mathematics / Essential Mathematics, and Community Service Learning (CSL),” the document states.
Learners pursuing the Science, Technology, Engineering and Mathematics (STEM) pathway will study Core Mathematics, which focuses on advanced reasoning, algebra, statistics, and problem-solving.
It will equip them with the analytical foundation required for fields such as engineering, medicine, data science, and technology.
“Learners pursuing the STEM pathway shall take Core Mathematics while those pursuing either the Social Science pathway or the Arts and Sports Science pathway shall take Essential Mathematics,” the guidelines clarify.
Meanwhile, learners in the Social Sciences and Arts & Sports Science pathways will take Essential Mathematics, a version of the subject tailored to applied contexts like business, social research, design, and everyday life.
It emphasises quantitative reasoning, financial literacy, and data interpretation rather than complex abstraction.
The guidelines also provide flexibility for learners whose abilities span multiple pathways.
“A learner in a non-STEM pathway may be permitted to take Core Mathematics provided their Junior School assessment results demonstrate adequate readiness,” the document notes.
Education CS Julius Migos Ogamba said the dual structure reflects a more inclusive and realistic understanding of how learners engage with mathematics.
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Principal Secretary Amb. (Prof.) Julius Bitok called on schools to adequately prepare by aligning timetables, teacher training, and resources with the differentiated curriculum.
“All parties involved must work together to successfully execute these guidelines and guarantee that every student, regardless of background, has the chance to realise their full potential,” he stated.
Under the new system, assessment will move beyond exams to include continuous, performance-based evaluations. Learners will be required to apply mathematical concepts to solve community challenges — for instance, analysing rainfall data for agriculture, budgeting for projects, or interpreting statistics in sports performance.
Director General Dr Elyas Abdi praised the collaborative process that shaped the mathematics framework.
“The Ministry of Education appreciates the entire team whose dedication and hard work have culminated in the successful development of these guidelines,” he said.
By introducing Core Mathematics and Essential Mathematics, the CBC ensures that every learner masters quantitative reasoning while pursuing pathways aligned with Kenya’s evolving knowledge economy. The new approach confirms that mathematics is not only a subject — it is a skill for life, innovation, and national growth.
According to the guidelines, the new curriculum introduces three distinct learning pathways: STEM (Science, Technology, Engineering, and Mathematics), Social Sciences, and Arts & Sports Science.
Learners will choose pathways based on their strengths, aptitude, and career interests, marking a historic shift from the uniform model of the 8-4-4 system.
By Joseph Mambili
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