The Kenya Union of Post-Primary Education Teachers (KUPPET) has rejected the government’s proposal to drop Mathematics as a compulsory subject at the senior school level, arguing that the decision could negatively impact workforce development and the country’s education standards.
This follows a recent announcement by the Ministry of Education indicating that under the Competency-Based Curriculum (CBC), Mathematics will no longer be a mandatory subject for senior secondary students. The change marks a significant departure from the phased-out 8-4-4 system.
Under the revised curriculum, students will be required to study four compulsory subjects: English or Kenya Sign Language, Kiswahili, Physical Education, and Community Service Learning. They will then select three additional subjects from a list of thirty-eight options.
Speaking during a press briefing on Wednesday, KUPPET Acting Secretary General Moses Nthurima cautioned that Mathematics is a fundamental subject with applications across various disciplines, including STEM, humanities, and sports. He warned that making it optional would put students at a disadvantage in their academic and professional journeys.
“KUPPET strongly opposes the proposal to make Mathematics an elective subject at the senior school level,” Nthurima stated.
“Mathematics is a crucial subject for equipping learners with the necessary skills for the modern workforce. Its importance extends beyond STEM fields, as it also plays a vital role in disciplines such as humanities and sports.”
Beyond the Mathematics issue, KUPPET also raised concerns over the recent Teachers Service Commission (TSC) promotion list, which has drawn criticism from educators across the country.
According to Nthurima, the union’s National Executive Board has received multiple complaints from teachers who feel the 2024/2025 promotions were not fairly distributed. He pointed out that the decision to allocate the twenty-five thousand two hundred and fifty-two promotional slots equally across all forty-seven counties overlooked disparities in teacher distribution.
He argued that this approach disproportionately benefits teachers in less populated counties while disadvantaging those in regions with a higher number of educators, such as Kiambu and Kakamega, where competition for promotions is stiffer.
“The reality is that teachers in counties with smaller populations were given an advantage, while those in densely populated regions continue to struggle due to intense competition for limited slots,” said Nthurima.
As a way forward, KUPPET has called for a review of the promotion process to ensure fairness. The union is advocating for a merit-based system that takes into account staffing levels in different counties to ensure equal opportunities for all teachers.
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