Senior School Selection: Clearer Information that doesn’t hurt

If you’re reading this, you’re likely aware that the pioneering class of the Competency-Based Curriculum (CBC) will transition from Junior School to Senior School (Grades 10 to 12) in January 2026. This significant step will be facilitated by the Kenya Junior School Education Assessment (KJSEA), taken at the end of Grade 9, which contributes 60% to a student’s final score. The remaining 40% will come from School-Based Assessments (SBAs) conducted throughout Grades 7 and 8, which encompass both practical projects and written assessments.

Currently, in June 2025, a major concern for many is making the right choices. This has unfortunately led to a lot of confusion and even scaremongering. However, the entire Senior School selection process can be simplified to two key decisions: choosing subject combinations that define a pathway and track and selecting Senior Schools across four distinct categories (C1 to C4). This article aims to demystify this process.

Learners entering Grade 10 will find a timetable that has seven subjects. Four of the subjects are compulsory, leaving them with the task of choosing three elective subjects. It is these elective subjects that determine the learner’s pathway and track. It’s as straightforward as that!

It’s worth noting that some Senior Schools may offer additional optional subjects, potentially bringing the total number of subjects a learner takes to eight or even nine.

Senior School Subject Options

The combination of elective Senior School subjects a learner chooses directly determines their placement within a pathway and track. There are 534 unique subject combinations available across all pathways and tracks. The STEM pathway accounts for the largest share with 251 (47%) subject combinations, followed by Social Sciences with 201 (38%), and Arts and Sports Science with 82 (15%).

Here are some examples of subject combinations within each pathway and track:

For a comprehensive list of all unique subject combinations, visit the Government’s website: https://selection.education.go.ke/pathways.

Public Senior Schools have been categorized based on the pathways and tracks they offer, as well as their facilities (e.g., boarding options).

Currently, there isn’t sufficient information available regarding private Senior Schools.

With information about subject combinations and Senior Schools, we can summarize the selection process as follows:

• Learners will select their preferred pathways and tracks by choosing a total of three subject combinations.
• For every subject combination selected, learners will choose four schools across the four categories, keeping the following considerations in mind:
  • A total of nine boarding schools: three from the learner’s home county and six from outside their home county/county of residence.
  • A total of three-day schools, all located in their home sub-county/county of residence.
  • Seven of the selected schools must offer the learner’s first-choice pathway and track.
  • Three of the schools must offer their second-choice pathway and track.
  • Two of the schools must offer their third-choice pathway and track.

Schools are best equipped to guide learners through the specifics, as they will have access to the Ministry of Education’s selection portal, which will likely display possibilities and constraints more realistically.

The selection of pathways, tracks, and corresponding subject combinations should be guided by a learner’s ability, interest, and perhaps strategic outlooks. The fact is that learning area performance will be the primary tool for assessing ability. Learners will be considered for placement into various pathways and tracks based on cluster points derived from their performance in Junior School learning areas.

This entire process is likely to mirror the system used by KUCCPS (Kenya Universities and Colleges Central Placement Service) for student placements into courses and universities. Therefore, it’s probable that:

• Many students will be placed in Senior Schools that they did not initially select.
• Many students may not be allocated their preferred subject combinations.
• Many students may wish to make changes once they are placed in a Senior School.
• Some Senior Schools may not offer the subject combinations chosen by certain students due to resource limitations and staffing availability. These factors will significantly influence the range and quality of education offered.

It’s also worth highlighting the significant opportunities within the Technical Studies track of the STEM pathway. If training is well-executed, students graduating from this track could possess immediately employable skills. Furthermore, dual certification with TVET institutions is a promising possibility within this track.

Ultimately, let’s remember that we are still talking about basic education. Basic education should provide students with a strong foundation and a broad enough base to succeed in various fields. We must also acknowledge that the job market of the future is constantly evolving, and therefore, students should be adequately flexible and capable of adapting to change.

Here is the same article with visualisations