Compulsory math education in Kenya's high schools has been terminated.

Compulsory math education in Kenya's high schools has been terminated.

Math No Longer Mandatory in Kenyan High Schools from 2026

Get ready, Kenyan students! Math might no longer be a requirement in high school from 2026. The Ministry of Education has announced this shift as part of a new education system. A representative from the ministry asserted that basic mathematical literacy taught before senior school should be sufficient for adult life.

As it stands, Nigerian students study math up to grade 10. In grade 11, they make a choice between a standard or simplified math course. From 2026, students in grade 10 will have the option to drop math altogether. Many experts predict that numerous students will take this opportunity, given the widespread struggle many face with the subject. Statistics from 2022 and 2023 show over half of graduates scoring the lowest grades (D and E) in math.

The ongoing mathematical education crisis in Kenya is attributed to several factors.

Imbalanced Resource Allocation

A whopping 70% of Kenyan children study in schools with inadequate funding, lacking skilled math teachers and modern teaching materials. Many kids even lack textbooks.

Subpar Teacher Training

Teachers often lack the training to help students grasp basic counting skills—the foundation for higher-grade math success. This leads to knowledge gaps and low grades.

Discrimination amongst Students

Observational studies reveal that math teachers pay more attention to boys, while girls are largely overlooked. Moreover, high-performing students tend to sit close to the board, depriving others of the positive reinforcement needed to maintain motivation. The belief that math is only for boys and the gifted perpetuates.

Dyscalculia struggles

Dyscalculia, a condition hindering understanding of arithmetic operations, affects 3-7% of people worldwide, with 6.4% of Kenyan students affected. However, Kenya's education system does not offer teachers the tools to diagnose this condition or adjust their teaching methods for students with dyscalculia.

Many experts believe that instead of discontinuing math in higher grades, the focus should be on resolving the root causes of poor performance in the subject. Improving teacher qualifications, challenging gender stereotypes, and implementing multisensory teaching techniques for students with dyscalculia top the list.

The decision to make math an elective in higher grades has sparked lively debates within the education community. Advocates of the reform argue that it will decrease student workload, while opponents emphasize the significance of math in fostering logic and question the potential decline in education quality.

Proposed solutions to the crisis:

1. Investment in technology to equalize access to educational resources.
2. Collaborations with international organizations for funding infrastructural and resource support.
3. Comprehensive teacher training programs focusing on math pedagogy and modern teaching methods.
4. Regular teacher training to update professional skills and adaptability.
5. Collaborative frameworks for educators to share best practices and resources.
6. Inclusive curricula promoting diverse learning needs.
7. Awareness campaigns on the importance of inclusivity to combat discrimination.
8. Support systems for students facing discrimination.
9. Early identification tools for students with dyscalculia, timely intervention, and specialized support.
10. Teacher training on recognizing and supporting students with dyscalculia to address diverse learning needs effectively.
11. Despite the proposal to remove math as a requirement in Kenyan high schools from 2026, experts urge addressing the root causes of poor mathematics performance, such as inadequate education policies, teacher training, and resource allocation.
12. With over half of Kenyan graduates scoring the lowest grades in math, the education-and-self-development policy-and-legislation needs to prioritize addressing the ongoing crisis in mathematical education in Kenya.
13. As the 2026 policy change approaches, politics surrounding education in Kenya, including the decision to make math an elective, highlight the need for comprehensive reform to improve quality and inclusivity in education-and-self-development.
14. In light of the 2026 reform, general news outlets should cover the root causes of the mathematics crisis in Kenya, focusing on neglected areas like resource allocation, teacher training, and discrimination against certain students.
15. As the Kenyan government considers the implications of making math an elective in high school, it is crucial to emphasize the potential long-term effects of neglecting mathematics education on the overall development and future workload of the next generation.

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