The National Assembly is now considering a petition from the Computer Science Teachers Association of Kenya (CSTAK) urging urgent measures to revive student interest in Science, Technology, Engineering, and Mathematics (STEM) subjects.
The association is also seeking enhanced support for Computer Science education nationwide to ensure learners are ready for a technology-driven future.
Deputy Speaker Gladys Boss presented the petition to lawmakers, describing it as critical for Kenya’s competitiveness on the global stage.
“Honourable Members, my office has received a petition from the Computer Science Teachers Association of Kenya, a national professional body representing computing educators. The association is dedicated to ensuring that educators are fully equipped to train the next generation of technology innovators, in alignment with the country’s national digital master plan and strategic objectives,” she said.
She highlighted the concern that declining interest in STEM disciplines could leave Kenya trailing in the global economy. “Without timely intervention, the nation risks falling behind in global competitiveness, innovation, and its ability to thrive in the Fourth Industrial Revolution,” Boss added.
In the petition, CSTAK praised the Teachers Service Commission for prioritising STEM teachers in the recruitment of 24,000 intern educators for junior secondary schools. The association also welcomed coding initiatives in the Competency-Based Education curriculum using platforms like Scratch and Python.
However, the petition warned that reliance on a single introductory platform does not adequately prepare students for advanced fields such as Artificial Intelligence, Cybersecurity, and Data Science.
It also noted that the robotics program for Grades 7–9 offers limited hands-on experience due to insufficient infrastructure, a shortage of trained teachers, and high implementation costs.
“The lack of formal financial and policy support for STEM activities, unlike music, drama, and sports, creates inequality in access, particularly for marginalised communities,” CSTAK said.
The association further criticised the Kenya Science and Engineering Fair policy for mandating proprietary LEGO kits, which excludes more affordable alternatives such as Arduino and Raspberry Pi Pico.
CSTAK called on Parliament to work with the Ministry of Education to develop a National Policy and Funding Framework for STEM and Robotics.
They also urged the Kenya Institute of Curriculum Development to include practical, hands-on modules in AI, Robotics, Data Science, and Cybersecurity.
Gilgil MP Martha Wangari supported the petition, stressing the need for fair funding between STEM and arts subjects. She cited the case of Chuka University student John Tongoi, who placed third among 80,000 participants from 11,000 universities at the 2025 International Quant Championship in Singapore, thanks to support from the Gilgil NGCDF.
“This is a live example of the kind of support we can give young men and women to enjoy STEM,” Wangari said. “It shows how much potential we have as a country if we fully support STEM.”
Marakwet East MP Kangogo Bowen warned that while integrating ICT and AI in schools is important, many regions still lack basic infrastructure. “There is a need for us to first focus on developing infrastructure across the country,” he said.
The petition has been referred to the Public Petitions Committee, which will examine the issues and submit a report to the House in line with Standing Order 227(2).