Ministry of Education Issues Official Guidelines for Placement of Grade 10 Learners
The Ministry of Education has formally announced the comprehensive criteria for the placement of Grade 10 learners under the Competency-Based Curriculum (CBC). Senior school, which covers Grades 10 to 12, is set to begin in January 2026.
This marks a pivotal transition for the pioneer Grade 9 cohort, who will move on to senior school as part of the broader ongoing implementation of the CBC framework. This announcement is a significant step towards refining the educational system and ensuring that each learner’s academic and personal needs are met.
Categories for Placement: Pathways, Accommodation, Gender, and Special Needs
In a statement issued on Wednesday, the Deputy Director provided detailed insights into the categorization system that will guide the placement of learners.
The system is structured around four essential categories: pathways, accommodation, gender, and special needs. Each category has been meticulously designed to ensure a tailored placement process that takes into account the unique preferences, needs, and abilities of each learner.
Pathways: Academic and Career Tracks
The pathways category plays a central role in the placement process, as it focuses on the academic interests and potential career aspirations of the learners.
Learners will be placed into one of two primary pathways: the double pathway and the triple pathway. The double pathway encompasses two main tracks: Science, Technology, Engineering, and Mathematics (STEM), as well as Arts & Sports Science (STEAMS).
These tracks are intended to cater to students interested in pursuing careers in the sciences or the creative arts. The triple pathway, on the other hand, consists of three tracks: STEM, Arts & Sports, and Social Sciences.
This broader division ensures that students have the opportunity to explore a wide range of academic fields that align with their long-term career goals and personal interests.
The dual and triple pathway systems allow for flexibility and choice, encouraging learners to pursue their passions while also equipping them with the skills needed to succeed in a rapidly changing world.
The Ministry of Education has ensured that these pathways will be designed to meet the demands of the modern job market and provide students with a solid foundation for further studies or professional development.
Accommodation: Day and Hybrid Schools
The accommodation category focuses on the type of school environment that best suits the learner’s residential status. Schools will be classified into two distinct categories: day schools and hybrid schools.
Day schools are designed for learners who live within close proximity to the school and can commute daily. These schools will cater to students who prefer to return home each day after school hours, offering a more traditional school experience.
Hybrid schools, in contrast, will cater to learners who require more flexibility. These schools will accommodate both boarding and day students, offering a residential experience for those who live further away or prefer to stay on campus, while still allowing day students to commute.
The hybrid model provides a balanced approach, ensuring that learners from diverse backgrounds and geographical locations have access to quality education.
Credit: GPE/Kelley Lynch
Gender Considerations: Single-Sex and Mixed-Sex Schools
The gender category is another crucial factor in the placement process, as it ensures that learners are placed in an educational environment that aligns with their personal preferences and comfort levels. Schools will be categorized into two types based on gender: single-sex schools and mixed-sex schools.
Single-sex schools will include girls-only and boys-only institutions, providing an environment where students can focus solely on their academic development without the distractions that may arise in a co-educational setting. These schools are designed to foster an educational atmosphere that supports the unique needs of each gender.
Mixed-sex schools, on the other hand, will admit both male and female learners, offering a more diverse environment that reflects the realities of modern society. This categorization allows learners to choose the type of school that best suits their individual preferences, whether they seek a gender-specific environment or a more inclusive, co-educational setting.
Special Needs: Schools for Learners with Disabilities
The special needs category is designed to ensure that learners with disabilities are placed in schools that provide the appropriate support and tailored educational programs.
This category will include schools for learners with hearing, visual, and physical impairments, ensuring that students with specific needs receive the necessary resources and attention to thrive academically.
In addition to schools for sensory and physical impairments, the special needs category will also include vocational senior schools. These schools are aimed at learners with autism, cerebral palsy, cognitive difficulties, and deaf-blindness.
These institutions will offer specialized programs designed to help learners develop the skills necessary for independent living and employment. The goal of this category is to ensure that all learners, regardless of their abilities, have access to an education that meets their individual needs and helps them achieve their potential.
Pathway Selection Process: A Structured Approach to School Placement
For the pathway selection, each learner is required to choose 12 schools within their chosen academic pathway. This selection will be broken down into three categories: four schools for the first-choice subject combination, four for the second-choice combination, and four for the third-choice combination.
This structured approach allows students to explore a variety of options and ensures that their preferences are considered in the placement process.
Out of the 12 selected schools, nine will be boarding institutions. Of these nine, three schools will be located within the learner’s home county, while the remaining six will be from counties outside their home region.
The remaining three schools will be day schools within the learner’s home sub-county. This system ensures that learners have a balanced mix of options, allowing them to select schools that best suit their academic goals, personal preferences, and geographic location.
Pre-Selection and School Criteria: Ensuring Equal Opportunity
The Deputy Director emphasized that schools which do not offer open placement may apply for pre-selection if they meet the Ministry’s established criteria. This process is designed to ensure that all schools, whether they are open to public placement or not, are held to the same standards and offer a high-quality educational experience for students.
The placement process will consider several key factors, including the learner’s pathway choices, merit, psychometric test results, equity, and the capacity of the schools. This ensures that each student is placed in an environment that best aligns with their academic interests, abilities, and personal circumstances.
Placement Results and Admission Process: Transparency and Accessibility
Once the placement process is complete, learners will be able to access their placement results and admission letters online using their assessment number. Both public and private schools will use the Kenya Education Management Information System (KEMIS) to manage admissions, ensuring a standardized and efficient process.
It is important to note that no principal will be allowed to enter a learner’s information into KEMIS until the learner has physically reported to the school. This ensures that all students are properly enrolled and that the placement process is fully transparent.
KEMIS will also be used to monitor daily online reporting, which will be a critical aspect of the overall placement and admission process. This digital system will enable the Ministry of Education to track progress and ensure that the entire process is handled efficiently and effectively.
Vacancies and School Transfers: Flexibility in the Placement System
In cases where schools have available spaces, the Ministry of Education will require schools to declare these vacancies through their respective county directors of education. Learners who wish to transfer to a different school must submit their transfer requests to the heads of their junior schools at least two weeks before the official Grade 10 reporting date. This ensures that transfer requests are handled in a timely manner, giving both learners and schools ample time to make the necessary adjustments.
Priority will be given to learners who have previously selected the schools they wish to attend, with approval from the Ministry of Education based on the documented capacity of the senior schools. This approach helps maintain a balanced distribution of learners across schools and ensures that students are placed in schools that can meet their academic and personal needs.
Transfer Approval and Joining Instructions: A Final Step in the Process
Once a transfer request is approved, the learner will be able to access their joining instructions online. It is important to note that schools are prohibited from issuing printed letters for replacement cases. The replacement process will be a one-time, irreversible action, ensuring that the system remains fair and consistent for all learners.
The placement system will also incorporate an automated process that factors in the learner’s interests, academic performance, and input from teachers. This ensures that each student is placed in the most appropriate educational environment, maximizing their chances for success.
The Ministry of Education is committed to creating an equitable and efficient placement process that supports the diverse needs of all learners and provides them with the best possible opportunities for academic and personal growth.
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Ministry of Education Issues Official Guidelines for Placement of Grade 10 Learners
