Recent Grade 10 senior school placements have sparked debate across the country, with some learners questioning the logic behind the allocation of schools.
Reports indicate that certain students with 42 points from the Kenya Junior School Education Assessment (KJSEA) have been placed in national schools, while others with as high as 59 points are heading to sub-county schools.
Parents and education stakeholders have expressed concern over what they describe as an inconsistent and unfair placement system.
Many argue that the current approach appears more like a lottery than a merit-based allocation, undermining the efforts of high-performing learners.
Education experts explain that the placement process considers multiple factors, including overall performance, school clusters, and learning pathways.
Cabinet Secretary for Education Julius Ogamba clarified that scores are derived from a combination of 20 per cent Kenya Primary School Education Assessment (KPSEA), 20 per cent School-Based Assessments from Grades 7 and 8, and 60 per cent summative assessment in Grade 9.
However, critics argue that this methodology may not fully reflect a learner’s true potential, especially when variations in school choices, regional quotas, and pathway preferences influence placement outcomes.
For example, a student opting for a STEM pathway may be placed in a school that has limited capacity for that program, despite a higher score.
Ogamba has reassured parents that the Ministry of Education continues to review and improve the placement process to ensure fairness and efficiency.
He emphasized that senior schools have sufficient capacity, with 9,540 institutions able to host over 2.2 million learners.
With learners expected to report to their respective schools on January 12, 2026, parents and students hope the system will gradually address perceived inequities.
Meanwhile, the debate continues, with calls for greater transparency and better communication about how placements are determined to avoid confusion and frustration among families.
This situation highlights the ongoing challenges in balancing merit, capacity, and equity within Kenya’s senior school placement system.
By Meta