KNEC Addresses the Issue Regarding the Removal of Maths as a Mandatory Subject
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KNEC Addresses the Issue Regarding the Removal of Maths as a Mandatory Subject
Kisumu – The National Examination Council (KNEC) firmly opposed the introduction of mandatory mathematics in senior high schools, stating that such a decision may not benefit the learners.
KNEC Chairperson Prof Julius Nyabundi expressed this during the opening of the second Annual Symposium on Competency-Based Assessment in Nairobi.
Mathematics at primary and junior secondary levels is adequate to provide students with learning and essential math skills, he pointed out.
By Grade 9, therefore, a student will have acquired the fundamental arithmetic literacy necessary for navigating life in general.
Prof. Nyabundi clarified that CBC is intended for learners to explore subjects closely aligned with their strengths in senior school.
Requiring all students to persist with or take maths could potentially impair performance, particularly for students not focused on STEM fields.
KNEC Deputy Director of Quality Assurance and Archives Andrew Otieno noted that diminishing trends in examinations reveal how significantly performance in mathematics declines from primary to secondary levels.
While over 80 percent achieve scores between Grade A and D+ in mathematics at Class Eight, merely 17. 46 percent attain similar results at the KCSE.
“The decline is not attributable to the subject’s difficulty. It is a result of our very rigorous assessment and grading systems,” he remarked, emphasizing that it is crucial to reevaluate all core subjects in senior schools and suggested that mathematics should only be compulsory for students on STEM-related pathways.
Otieno also contended that making mathematics mandatory would put art- and humanities-focused learners at a disadvantage.
He discussed the necessity for a more adaptable system that accommodates various student talents and career aspirations.
Meanwhile, the introduction of mandatory community service learning and physical education subjects at the senior level was warmly received.
According to Eunice Gachoka from the Kenya Institute of Curriculum Development, physical education promotes holistic development, while community service cultivates patriotism and civic responsibility.
This was not well-received, contrary to what had been communicated, as the Ministry of Education stated that the only compulsory subjects in senior secondary schools would be English, Kiswahili, or Kenya Sign Language; Community Service Learning; and Physical Education.
KNEC expected enhancements in academic performance as well as students’ preparedness for diverse career options.
