The transition to the Competency-Based Curriculum (CBC) in Kenya has been met with a mix of hope and apprehension. The promise of a more holistic and skills-focused education system is alluring, particularly in a nation grappling with high youth unemployment. However, a recent study paints a concerning picture, one that forces us to confront a critical question: Is Kenya truly prepared to equip its Generation Alpha with the competencies needed to thrive on a global scale, especially with the sidelining of core STEM subjects?
The findings of the Central Careers study, conducted between July 2024 and April 2025 across 147 schools in 16 counties and involving a significant 16,045 learners, send a chilling message. A clear majority of senior secondary students are shying away from Science, Technology, Engineering, and Mathematics (STEM) fields. Of the 9,144 female and 6,889 male learners surveyed, a mere 33 percent opted for STEM pathways. The overwhelming preference lies in social sciences, with humanities, foreign languages, and business-related studies capturing the interest of the majority.
This mass exodus from STEM raises a fundamental concern: How does Kenya envision producing the next generation of doctors, engineers, and innovators who can confidently represent our nation on the global stage when the very foundation of these fields – mathematics – has been relegated to a complimentary subject in senior secondary? In a world increasingly driven by technological advancements and scientific breakthroughs, a diminished focus on STEM could severely handicap our future workforce.
The bitter reality of youth unemployment in Kenya is a wound that continues to fester. Like many, I navigated the education system, diligently pursued higher learning, fueled by the hope of securing meaningful employment and contributing to the well-being of my family. Yet, four years after graduation, the job market remains a daunting landscape, seemingly saturated with professionals who secured opportunities decades ago. This personal struggle amplifies the urgency of ensuring the CBC curriculum genuinely prepares Gen Alpha for a different, more competitive future.
This begs the question: Is the nation truly ready for the CBC curriculum? Are there concrete, well-funded strategies in place to guide these learners towards viable career paths upon graduation? Or are we, perhaps, attempting to emulate educational models from nations like the USA without the crucial groundwork and investment that made those systems effective? The stark reality is that the Kenyan government struggled to fully realize the ambitions of the preceding 8-4-4 system. What gives us the confidence that CBC, a far more ambitious undertaking, will fare differently without demonstrable and substantial support?
Furthermore, the decision to make mathematics an optional subject in senior secondary school is baffling when our global competitors are doubling down on its importance. For Kenyan graduates to be truly competitive internationally, possessing a strong foundation in mathematics is not a luxury; it's a necessity. By diminishing its significance, are we not knowingly undermining the global employability of our youth and effectively shuttering their dreams of careers in medicine, engineering, and other vital STEM fields?
It appears, with our own eyes, that we are inadvertently dismantling the potential for a robust STEM education pipeline. We risk creating a generation adept in humanities and social sciences, valuable fields in their own right, but potentially lacking the critical mass of STEM graduates needed to drive innovation, economic growth, and address the complex challenges of the 21st century.
The success of competency-based curricula in nations like the USA hinges on a collaborative ecosystem where the government, parents, and relevant stakeholders invest significant time, resources, and expertise to ensure its effectiveness. Has Kenya truly fostered this level of preparedness? Or are we simply adopting a trendy educational philosophy without the necessary infrastructure, teacher training, and industry alignment to make it truly "competent"?
The future of Generation Alpha, and indeed the future competitiveness of Kenya on the global stage, hangs in the balance. We must urgently address the implications of downplaying STEM, the preparedness of our institutions, and the strategies in place to translate these competencies into tangible employment opportunities. To blindly follow an educational trend without ensuring its robust implementation and alignment with global demands would be a grave disservice to our youth and a costly gamble for the nation's future. The time for critical evaluation and decisive action is now, before we inadvertently set up Gen Alpha for a future where their skills fall short on the global scale.
