Kenya’s Competency-Based Curriculum (CBC) has entered its final phase with the rollout of Senior School pathways designed to nurture specialised talents, skills, and lifelong competencies among learners aged 15 to 17.
They provide a framework for the organisation of learning across three pathways: Science, Technology, Engineering and Mathematics (STEM), Social Sciences, and Arts and Sports Science.
According to the document, “Senior School marks a crucial developmental stage for learners. It lays the foundation for further education, vocational training, and the world of work.”
The three pathways are structured to align learners’ interests and aptitudes with national human resource priorities.
The guidelines emphasise flexibility in subject choice and note that “learners will study seven subjects — four core and three electives — to promote both breadth and depth of learning.” Among the core subjects are English, Kiswahili or Kenya Sign Language, Mathematics (core or essential), and Community Service Learning.
In a statement accompanying the release, Education CS Julius Migos Ogamba said the introduction of pathway learning will “expand access to quality education that fosters creativity, critical thinking, and adaptability.”
The guidelines explain that schools will be categorized based on their readiness to offer specific pathways.
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“Schools with science laboratories, workshops, and digital facilities shall offer STEM; those with theatres, studios, or sports fields shall provide Arts and Sports Science; while institutions with well-developed humanities and ICT resources shall support the Social Sciences pathway.”
PS Amb. (Prof.) Julius K. Bitok noted that the approach reflects the ministry’s commitment to inclusivity and national development, stating that “Senior School education must empower every learner to contribute meaningfully to society regardless of their background.”
Further, the document adds that “the pathways are meant to respond to Kenya’s aspirations under Vision 2030 by producing graduates who are innovative, ethical, and globally competitive.”
Dr. Elyas Abdi emphasized that effective implementation will require coordination among the Ministry, TSC, and KICD to ensure every school is equipped with qualified teachers and appropriate resources.
By January 2026, all mapped schools are expected to begin admitting learners under at least two pathways, with select institutions offering all three.
By Joseph Mambili
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