CS Julius Ogamba Reinstates Compulsory Mathematics in Senior Schools With Dual Pathways Approach
Education Cabinet Secretary Julius Ogamba has officially reinstated mathematics as a compulsory subject across all senior secondary school pathways under the Competency-Based Curriculum (CBC).
This move comes following an extensive nationwide consultation process with education stakeholders, which overwhelmingly called for the return of mathematics as a core subject for all learners, regardless of their chosen field of specialization.
Speaking during the National Conversation on the CBC held on Thursday, CS Ogamba emphasized that the Ministry of Education had taken into consideration the wide-ranging feedback from educators, parents, curriculum developers, and other stakeholders.
He stated that the ministry had held consultations with the Kenya Institute of Curriculum Development (KICD) and arrived at the resolution to reintroduce mathematics in all senior school pathways, albeit in two distinct formats.
“The majority of stakeholders during the CBC dialogue were of the strong opinion that mathematics should not be optional. After evaluating these concerns and consulting with KICD, the Ministry has resolved to make mathematics compulsory in senior secondary school, across all pathways,” Ogamba stated.
According to the new directive, students in the STEM (Science, Technology, Engineering, and Mathematics) pathway will continue to pursue pure mathematics—a comprehensive and rigorous approach aligned with scientific and technical disciplines.
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Meanwhile, students in the Arts and Sports Science and Social Sciences pathways will undertake a contextualized and simplified version of mathematics, tailored to the practical and analytical needs of their specific fields.
This differentiated approach is designed to maintain the relevance of mathematics across disciplines while easing the academic burden on students whose career paths do not require advanced mathematical skills.
It also aligns with global best practices where numeracy is regarded as essential, irrespective of a learner’s specialization.
Previously, under the CBC model, mathematics had ceased to be a mandatory subject for students who selected the Arts or Social Sciences pathways—a significant departure from the 8-4-4 curriculum, where mathematics was universally compulsory.
The removal of this requirement drew heavy criticism from various quarters, with many education experts warning that it could lead to a decline in basic numeracy skills and potentially hinder the employability and problem-solving capabilities of future graduates.
CS Ogamba acknowledged these concerns, noting that the feedback received during the public dialogue highlighted the critical role mathematics plays in shaping cognitive abilities, logical reasoning, and decision-making skills, even in non-STEM careers.
“It became clear that exempting students from mathematics at senior level posed long-term risks to their competitiveness in the job market and could limit their ability to function effectively in daily life and professional settings,” Ogamba explained.
He added that while the CBC aims to allow learners to specialize according to their strengths and interests, it should not compromise the acquisition of essential competencies that are foundational for life and work in the 21st century.
The decision has been widely welcomed by curriculum experts and educators, many of whom had advocated for a more balanced CBC model that does not exclude fundamental subjects.
Critics of the previous arrangement argued that allowing students to bypass mathematics could lead to uneven skill development and widen socio-economic disparities over time.
CS Ogamba emphasized the ministry’s commitment to continuous stakeholder engagement in curriculum reform, describing it as a key pillar in the development of a sustainable and inclusive education system.
“This policy shift is a direct result of listening to the people. Stakeholder voices matter deeply in shaping our education system. The ministry values their input and is committed to acting in the best interest of all learners,” he said.
The Cabinet Secretary also appealed to all stakeholders—including school leaders, teachers, parents, and learners—to embrace the revised policy and support its successful implementation.
He assured the public that the Ministry of Education is working closely with relevant agencies to ensure that schools are adequately prepared to deliver both versions of mathematics, with appropriate teaching materials, training, and infrastructure.
Currently, CS Ogamba and Principal Secretary Dr. Julius Bitok are spearheading efforts to address the broader challenges facing CBC implementation. These include ensuring teacher preparedness, improving school infrastructure, enhancing curriculum delivery, and addressing concerns about equity, assessment, and transition between learning levels.
Their goal, according to the ministry, is to ensure that all learners across Kenya have access to quality education that equips them with both specialized and foundational skills for a rapidly evolving world.
As the CBC continues to evolve, the reinstatement of mathematics as a compulsory subject—offered through two learner-centered formats—marks a significant step in refining the curriculum to meet national and global standards.
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CS Julius Ogamba Reinstates Compulsory Mathematics in Senior Schools With Dual Pathways Approach
CS Julius Ogamba Reinstates Mathematics in Senior Schools With Dual Pathways Approach
