I have been silently following this rich debate with great interest. As a mathematician and educator, I appreciate the diverse perspectives on whether mathematics should be made compulsory at the senior school level under the Competency-Based Curriculum (CBC). Given my background in education and policy, I believe this discussion is crucial for shaping a system that truly serves all learners.
These are my honest views for the ongoing public participation:
The Origin of CBC and Its Implementation in Kenya
Kenya borrowed the idea of the Competency-Based Curriculum (CBC) from countries such as Finland, Canada, Singapore, and South Africa, where learner-centered education systems focus on practical skills, problem-solving, and holistic development. However, while these countries had structured, well-funded, and phased implementations, Kenya rushed the rollout without adequate teacher training, infrastructure, or clear policy frameworks, leading to confusion, resistance, and mixed results.
For example:
Finland phased in CBC over several years, ensuring teacher readiness and proper learning resources.
Canada integrates multiple mathematics pathways, allowing students to take applied, academic, or workplace math based on career aspirations.
Singapore places strong emphasis on teacher training and well-developed curricula to ensure students grasp mathematical concepts effectively.
South Africa faced challenges similar to Kenya, including rushed implementation and resistance, which led to frequent curriculum revisions.
Kenya should have benchmarked not just the idea, but also the implementation process, ensuring structured training, phased adoption, and alignment with local realities before full implementation.
Merits of Making Mathematics Compulsory
- Foundation for Critical Thinking – Mathematics fosters logical reasoning, problem-solving, and analytical skills essential for both academics and daily life.
- Career Relevance – A strong mathematical foundation ensures students do not limit their future career prospects in STEM, finance, and data-driven fields.
- Global Benchmarking – Leading education systems emphasize mathematics as a core subject due to its role in economic and technological advancement.
4. Economic Competitiveness – Kenya’s Vision 2030 depends on a workforce skilled in mathematics, which is fundamental to digital transformation and innovation.
Demerits of a Blanket Compulsory Policy
- Mass Failures and Psychological Pressure – KCSE results show that many students struggle with mathematics. Forcing all students to take advanced mathematics could lead to high failure rates and disengagement.
- Diverse Career Interests – Not all career paths require advanced mathematics. Creative arts, social sciences, and humanities may benefit more from applied numeracy than pure mathematics.
3. Teacher Preparedness and Resource Gaps – Many schools, especially in rural areas, lack qualified mathematics teachers. Making mathematics compulsory without addressing quality concerns may widen the education gap.
The Larger Issue: Mass Failures in KCSE
Beyond the mathematics debate, Kenya is grappling with widespread failure rates across multiple subjects. The key causes include:
Rote Learning Over Conceptual Mastery – Many students memorize content instead of understanding concepts. CBC aimed to change this but has faced implementation challenges.
Teacher Training Deficiencies – Educators were not adequately prepared for CBC, leading to ineffective teaching approaches.
Exam-Oriented System – The continued emphasis on final KCSE exams contradicts CBC’s promise of competency-based assessment.
Socioeconomic Barriers – Underfunded schools, inadequate learning materials, and economic hardships impact learning outcomes, particularly in marginalized areas.
My Proposed Way Forward
- A Flexible Mathematics Curriculum
Instead of a rigid “compulsory for all” model, introduce multiple mathematics pathways:
Pure Mathematics for STEM careers
Applied Mathematics for business, agriculture, and technology
Basic Numeracy for humanities and creative fields
This mirrors successful models in Germany, Canada, and Australia, ensuring mathematics is accessible and relevant to all students.
- Teacher Training and Pedagogical Reforms
Enhance teacher training programs to improve math instruction.
Introduce digital learning tools to make mathematics more engaging.
Shift from exam-oriented teaching to practical, real-world applications of mathematics.
- Rethink KCSE and Assessment Models
Implement continuous assessment instead of relying on a single high-stakes exam.
Use project-based learning to help students apply math in real-life scenarios.
- Address Socioeconomic Barriers
Increase funding for underprivileged schools to bridge disparities.
Strengthen career guidance to help students choose pathways aligned with their abilities.
Encourage parental involvement in supporting academic growth.
Final Thoughts: What Kenya Should Have Done from the Start
When CBC was being crafted, a globally benchmarked, research-driven framework should have guided subject selection at senior school. The current rigid structure does not accommodate students’ diverse strengths and aspirations.
Instead of making mathematics compulsory in its pure form, Kenya should adopt a competency-based, career-aligned approach that ensures numeracy for all while allowing specialization. This would:
Reduce failure rates
Cater to diverse talents
Prepare students for real-world careers
Align with global best practices
Kenya must learn from countries that successfully implemented CBC and adjust its strategy to focus on structured implementation, proper teacher training, and clear subject pathways. This is how we truly equip our learners for the future while maintaining high educational standards.
This is my professional and honest submission to the ongoing public participation. Let’s get it right for our learners and the future of Kenya.
Dr. Paul Sharp
Mathematician | Educator | Education Policy Advocate
Founder & CEO, Sharp Education Center & Junior School
Honorary National Treasurer, Unified APBET Schools Association (UASA) Kenya
Board Member, Gravity CBC Centre
Email: infosharpschool@gmail.com