CS Ogamba reinstates Math in all senior school pathways
“Your voices matter. As a Ministry, we take your concerns seriously as we work to refine and strengthen the CBC, which, despite its good intentions, has faced significant criticism,” he said.
Education Cabinet Secretary Julius Ogamba has announced that mathematics will once again be a required subject in all senior secondary school tracks under the Competency-Based Curriculum (CBC).
The reversal comes after strong reactions from professionals, educators, and the public who criticized an earlier plan that would have made the subject optional for students not pursuing science-related studies.
Ogamba made the announcement during the National Conversation on the CBC, stating that the Ministry had taken into account the concerns shared during public participation forums.
As a result, students across all three pathways—STEM (Science, Technology, Engineering, and Mathematics), Arts and Sports Science, and Social Sciences—will now study some form of mathematics.
"The majority of stakeholders during the CBC dialogue were of the view that mathematics should be compulsory in senior school," Ogamba said.
"We have listened to your concerns, consulted with the Kenya Institute of Curriculum Development (KICD), and resolved that some form of mathematics be made compulsory for the two pathways that are not STEM."
Students enrolled in the STEM track will continue to study advanced, pure mathematics as part of their curriculum.
Meanwhile, those in the Arts and Sports Science, as well as the Social Sciences pathways, will take a more basic version of the subject designed to suit their areas of study.
"We will have the STEM pathways having pure maths and the other two pathways having a form of maths, so that we have maths in all three pathways in senior school," the CS explained.
This adjustment marks a change from the initial CBC implementation, where only STEM students were obligated to study mathematics, and those in the other tracks had the option to drop it.
That model sparked widespread debate and concern over its impact on learners’ critical thinking abilities and future job prospects.
The Institution of Engineers of Kenya (IEK) was among the most vocal critics, arguing that the exclusion of mathematics from certain tracks would undermine the country’s technical workforce and hinder economic progress.
In a March 17 statement, IEK noted that omitting mathematics could weaken students' analytical abilities, which are crucial in engineering and other technology-driven careers.
"Mathematics, in particular, is the language of engineering and technology, underpinning design, optimisation, problem-solving, and data analysis in fields ranging from civil and electrical engineering to artificial intelligence and renewable energy," the engineering body noted.
Ogamba emphasized that public input has played a vital role in shaping this decision, adding that the Ministry remains committed to listening and improving the CBC framework.
"Your voices matter. As a Ministry, we take your concerns seriously as we work to refine and strengthen the CBC, which, despite its good intentions, has faced significant criticism," he said.
The decision marks a renewed focus on building foundational skills for all learners, ensuring that mathematical literacy remains a core part of education in Kenya, regardless of the career path a student chooses.