A group of Kenyan scholars has strongly opposed the Ministry of Education’s recent decision to remove Mathematics as a compulsory subject in senior secondary schools under the Competency-Based Curriculum (CBC).
The Commonwealth Scholarships Alumni Association of Kenya (CSAAK) has raised concerns that this move will negatively impact students’ cognitive development and future career prospects.
The Ministry of Education argues that numeracy skills acquired up to Grade 9 are sufficient unless a student chooses a Science, Technology, Engineering, and Mathematics (STEM) pathway.
However, critics argue that removing Mathematics from the core curriculum limits students’ flexibility in career choices and weakens their problem-solving abilities.
CSAAK warns that Kenya risks producing a generation ill-equipped for the demands of an increasingly data-driven global economy.
They emphasize that Mathematics is not just essential for STEM careers but also for business, finance, and even social sciences. By scrapping it as a core subject, students who later decide to pursue careers requiring quantitative skills may struggle to catch up.
The scholars also cite concerns over national workforce development. Kenya is already experiencing a skills gap in key sectors, with many professionals migrating abroad for better opportunities.
Without a strong foundation in Mathematics, the country could face further challenges in innovation and economic competitiveness.
They are now calling for the Ministry of Education to reinstate Mathematics as a core subject and instead focus on improving teaching methods to enhance student performance. They also propose a stakeholder forum to align education policies with Kenya’s long-term economic and technological goals.
By Nairobi