The Ministry of Education, under the leadership of Cabinet Secretary (CS) Julius Migos, is expected to release comprehensive guidelines this week on the transition of learners from junior school to senior school in January next year.
This marks a critical step in implementing the Competency-Based Curriculum (CBC) as the first cohort of CBC learners prepares to progress to senior school.
In preparation for the transition, the Ministry of Education officials, in collaboration with representatives from the Kenya National Examinations Council (KNEC), the Kenya Institute of Curriculum Development (KICD), and the Teachers Service Commission (TSC), will convene in Machakos on Friday.
The purpose of this meeting is to launch a seven-day county-based dialogue on Competency-Based Education (CBE), which aims to fine-tune the guidelines and address any emerging concerns regarding the transition process.
The discussions in Machakos will revolve around the placement criteria for learners advancing to senior school, with an emphasis on career pathways and performance-based assessments.
Stakeholders will explore the best strategies to ensure a seamless transition that aligns with CBC principles while taking into account infrastructural and staffing challenges in schools across the country.
The first CBC cohort, currently in Grade 9, will sit for their final assessment in junior school, the Kenya Junior School Education Assessment (KJSEA), later this year. According to the KNEC timetable, the KJSEA is scheduled to take place from October 27 to November 6, 2025.
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The KJSEA will serve as a critical determinant for learners’ placement in senior school. However, it will not be the sole factor; the placement process will be based on a combination of summative and formative assessments.
Specifically, the KJSEA will contribute 60% to the total score, while the remaining 40% will come from School-Based Assessments (SBA) conducted in Grades 7 and 8.
The SBA component consists of practical assessments, projects, and written evaluations administered in the second and third terms of each academic year. The assessments conducted in Grade 7 and 8 each contribute 20%, culminating in a total of 40% of the learner’s final score.
This approach ensures that a learner’s performance over time is taken into account, rather than relying solely on a single examination.
Upon completion of KJSEA, learners will transition to senior school, which encompasses Grades 10, 11, and 12. However, unlike the traditional placement model used in the 8-4-4 system, where learners were assigned to different categories of schools based on their national examination performance, CBC introduces a new structure.
Under the new framework, the categorization of schools into national, extra-county, county, and sub-county schools will cease to exist. Instead, placement will be determined based on three distinct career pathways:
Arts and Sports Science – Learners interested in creative and physical disciplines can choose among three specialized tracks:
- Performing Arts
- Sports Science
- Visual Arts
Science, Technology, Engineering, and Mathematics (STEM) – This pathway caters to learners with strengths in scientific and technical fields. It includes four tracks:
- Pure Science
- Applied Science
- Technology and Engineering
- Career Technology Studies (CTS)
Social Science – Students with an interest in humanities, languages, and business-related fields will be placed in one of the following tracks:
- Humanities and Business Studies
- Language and Literature
Placement into these career pathways will be primarily determined by the learner’s performance in KJSEA and SBA, alongside their expressed interests.
KNEC will administer career guidance questionnaires to assess learners’ strengths, interests, and personalities, ensuring that each student is placed in a learning environment that aligns with their academic capabilities and career aspirations.
The placement of learners will also depend on the capacity of individual schools. National schools, which typically have superior infrastructure and resources, will be well-equipped to offer all three pathways.
On the other hand, some extra-county and county schools may only be able to accommodate specific career pathways due to limitations in facilities and teaching staff.
For instance, a school with well-equipped science laboratories and experienced STEM teachers may specialize in Pure Science and Applied Science tracks. Similarly, schools with extensive sports facilities and arts training centers may focus on the Arts and Sports Science pathway.
The Ministry of Education will provide guidelines on how schools should align their infrastructure and resources to cater to the different career pathways effectively.
One of the major shifts in CBC is the emphasis on placing learners in schools that are closest to their homes. Unlike the 8-4-4 system, where top-performing students could be placed in any school nationwide, CBC aims to keep learners within their communities.
This is consistent with the approach taken in junior schools, where Grades 7 to 9 were domiciled within existing primary schools to ensure smooth integration.
This means that, as much as performance in KJSEA and SBA will play a role in placement, learners will generally be assigned to schools within their counties or neighboring regions.
This approach is expected to reduce the financial burden on parents by minimizing travel and boarding expenses while allowing learners to receive education within familiar environments.
The transition from junior to senior school marks a significant milestone in the implementation of the Competency-Based Curriculum. With the release of the Ministry of Education’s guidelines, stakeholders will gain a clearer understanding of how learners will be placed in senior schools based on career pathways rather than traditional school categories.
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