In a move to align Kenya’s education system with the Competency-Based Curriculum (CBC), the Ministry of Education has officially reclassified all secondary schools across the country.
This is part of preparations for the full rollout of senior school in January 2026, when the first group of Grade 9 learners will transition into the next phase of their education. The reclassification introduces three specialised pathways: Science, Technology, Engineering, and Mathematics (STEM); Social Sciences; and Sports Science and Performing Arts.
The Ministry states that the reclassification is a necessary change to accommodate learners’ unique capabilities and talents while fostering skills aligned with Kenya’s Vision 2030 development goals and the global labour market.
The process is being led by Education Cabinet Secretary Julius Ogamba and coordinated by the Kenya Institute of Curriculum Development (KICD), with support from the Teachers Service Commission (TSC), the Kenya National Examinations Council (KNEC), and school management boards nationwide.
Stakeholders involved include secondary school principals, county directors of education, curriculum developers, and members of the Presidential Working Party on Education Reform. The latter had recommended that schools be categorised based on their infrastructure, teacher expertise, and capacity to deliver the different CBC pathways.
CS Ogamba noted during a press briefing, “This reorganisation will ensure every learner is guided into a pathway that best nurtures their talents and future aspirations. We are building a system that is inclusive, practical, and globally competitive.”
The reclassification was announced in late June 2025 following months of audits and stakeholder consultations. Full implementation is scheduled to begin in January 2026, with the pioneer CBC learners currently in Grade 9 expected to join the senior school. By then, all selected institutions are required to have adapted their infrastructure and human resource capacities to meet the demands of their designated pathway.
The reclassification covers all public and private secondary schools in Kenya, across the 47 counties. Urban centres such as Nairobi, Kisumu, Mombasa, Nakuru, and Eldoret have recorded a higher concentration of schools capable of offering the full range of pathways, while rural and marginalised areas will initially offer fewer specialisations, often starting with STEM or Social Sciences based on local resources.
Some existing extra-county and national schools have already been earmarked to serve as Centres of Excellence in particular streams. For example, Kenya High School is being prepared to specialise in STEM, while institutions like Starehe Boys Centre may host multiple pathways due to their robust infrastructure.
This strategic overhaul addresses long-standing calls to reform the rigid and highly academic 8-4-4 system that had limited learners’ ability to pursue alternative talents or career paths. The CBC model demands that learners focus on their strengths from an early age, with the senior school phase acting as a critical transition to career training, university, or technical institutions.
The Ministry argues that learners must be empowered to pursue careers that reflect their strengths. “Not all students are destined for white-collar jobs. Some are meant for creative industries, innovation hubs, or athletic careers,” said an education official involved in the policy rollout.
The reclassification also seeks to curb the traditional obsession with examination rankings and academic-only prestige. Schools will now gain a reputation based on how effectively they deliver in their designated fields rather than on KCSE performance alone.
To prepare for the transition, the Ministry has already begun a phased implementation strategy. A nationwide school mapping exercise has been completed to identify institutions capable of supporting each of the three pathways. Criteria included the availability of laboratories, sports facilities, classrooms, digital equipment, and staff qualifications.
Capacity building for teachers is currently underway. Over 30,000 teachers have already undergone retooling and retraining in readiness to teach in pathway-based models. The TSC has confirmed that it will continue recruiting and deploying teachers with specialised skills to match the new needs.
Additionally, the Ministry is working with the private sector and development partners to fund infrastructure upgrades, provide digital learning tools, and develop specialised curriculum content for each pathway.
The Kenya National Examinations Council is also reworking its assessment framework to accommodate the CBC model, with a strong emphasis on continuous assessment, practical projects, and portfolio-based evaluations over high-stakes final exams.
As the country inches closer to the January 2026 transition, the Ministry has assured the public that no learner will be locked out of the new system. CS Ogamba reiterated, “Equity and inclusivity remain the guiding principles. Every child will find a place to thrive.”
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