The education sector is sharply divided over whether mathematics should be made a mandatory subject in senior secondary school.

Education Cabinet Secretary Julius Ogamba has now said that the subject will be made compulsory, sharply differing with other sector players who have stated the contrary.

On Thursday, Ogamba said that all learners in the Senior school will be required to study Mathematics.

Ogamba said that the Ministry has reverted to its earlier decision to make Mathematics an optional subject.

However, he said that in Senior School, Mathematics will be divided into two levels: pure Mathematics for learners who will choose to pursue Sciences and ‘simplified’ Math for students who wish to study Arts.

The simplified one will be meant to develop students’ mathematical literacy.

Ogamba said the decision has been reached after weighing in the proposals fronted during the County Education Dialogues conducted in March. 

“The majority of stakeholders during competency-based county dialogues were of the view that mathematics as a subject should be compulsory in senior school,” said Ogamba.

Ogamba spoke in Nairobi on Thursday during the National Conversation on Competence-based Education.

The decision now mirrors the South African School Curriculum, where students in Grades 10-12 must take either Mathematics or Mathematical Literacy.

The latter is designed for students who do not intend to pursue STEM (Science, Technology, Engineering, and Mathematics) careers but still equips them with essential numeracy skills for daily life.

The model ensures that all students graduate with basic Mathematics proficiency, even if they pursue career paths that do not necessarily rely on Mathematics as a core subject.

The decision by Ogamba comes days after some stakeholders in the education sector pulled support for the decision to make mathematics optional.

The Kenya Institute of Curriculum Development had earlier indicated that students in senior school were required to take English or Kenya Sign Language, Kiswahili, Physical Education and Community Service Learning as mandatory subjects.

The students would then choose three more subjects from a pool of 38 options to make a total of seven subjects that they would pursue in their Senior School journey.

And on Wednesday, Kenya National Examination Council Chairman Julius Nyabundi, said that learners will, by the end of junior secondary school gained the relevant arithmetic literacy required, thus beating the purpose to make it compulsory in senior secondary school.

“Competency-Based Curriculum (CBC) is designed to enhance foundational skills by the end of Junior Secondary School (Grade 9),” Nyabundi said.

He added that focus will shift to subjects aligned with learners’ strengths, such as humanities or vocational skills, to improve overall academic and learning outcomes.

The sentiments were supported by Andrew Otieno, Deputy director, Quality Assurance and Archives who indicated that over the years, performance in Mathematics in secondary schools over the years has been poor compared to the end of primary schools’ tests.

“This highlights the need to reconsider core subjects in senior school, ensuring mathematics is taken only by students whose courses require it,” he said.

Otieno highlighted KCSE performance statistics, pointing out that in the previous year, 72 per cent of students scored a D or below in Mathematics.

Many of these students, Otieno explained, do not pursue careers requiring mathematics, yet their overall mean grade is negatively affected by the subject.

“By Grade 9, a student’s competencies and career interests should be clear. If mathematics is not relevant to their chosen path, there is no need to make it mandatory,” he said.

The two spoke during the second Knec Annual Symposium on Competency-Based Assessment in Nairobi.

However, in senior secondary, experts said Mathematics will be useful to prepare students who wish to pursue careers that require Mathematics.

Among those opposed to the earlier decision to make Mathematics optional is the Kenya Union of Post-Primary Education Teachers (KUPPET).

In a recent media briefing, Acting Secretary General Moses Nthurima described the move as a blunder that would disadvantage learners in their future career choices.

“KUPPET rejects the government’s proposal to make Mathematics an optional subject at the senior school level. Maths is essential for building a competent workforce for the 21st century. It is integral to learning in all areas, including humanities, sports, and especially STEM,” Nthurima said.

Similarly, the Institution of Engineers of Kenya (IEK) voiced concerns in a letter to the government in March, warning that the decision could jeopardize Kenya’s workforce readiness and long-term economic sustainability.

 “While curriculum flexibility is valuable, this decision poses challenges that may impact Kenya’s workforce readiness and economic sustainability,” the statement read.

Experts in academia also weighed in on the debate. Prof. Maurice Oduor Okoth, a Chemistry lecturer at the University of Eldoret, emphasized that Mathematics and languages are foundational subjects in secondary education. 

He argued they provide essential skills for academic achievement, career opportunities, and day-to-day life.

Prof. Romanus Odhiambo Otieno, Vice-Chancellor of Meru University, called for a balanced approach. 

He suggested that Mathematics, English, and Religious Studies remain compulsory across all pathways. 

“These subjects form the backbone of education, regardless of the career path a student chooses,” he noted.

On the other hand, Prof. Augustino Onkware of the University of Eldoret defended the CBC’s flexibility.

He argued that allowing students to focus on their strengths was a progressive move aligned with modern educational values. 

“We analyze and evaluate results, not fears. Concerns and risks should have been addressed at the planning stage, while implementation should focus on managing shortfalls,” he said.