upepo
Elder Lister
Kenya’s transition to senior secondary education has ignited a heated national debate over how Grade 10 learners are being placed in national schools, exposing long-standing tensions around merit, equity, capacity, and politics in the education system.
The controversy has unfolded as the first cohort under the Competency-Based Education (CBE) system moves from junior secondary to senior secondary school. National schools - widely viewed as elite institutions with better facilities and outcomes - have attracted overwhelming demand, far exceeding available slots. As placement results were released, frustration quickly mounted among parents and learners who found themselves assigned to schools far from home or outside their preferred choices. Apparently, the confusion surrounding the transition opened a window for corrupt individuals to secure slot unprocedurally.
The debate was sparked when the former Deputy President, Gachagua, issued remarks suggesting that learners from regions hosting national schools should be given priority if they meet academic thresholds. Supporters of this view argue that it is unfair for high-performing local students to miss out on nearby national schools while others from distant regions are admitted with lower scores. They frame their position as a call for fairness and recognition of local merit.
However, critics have strongly pushed back, warning that such arguments risk tribalising national schools, which were historically designed to serve learners from all parts of the country. Education leaders and senior government officials have cautioned politicians against turning a technical placement exercise into a political contest, insisting that national schools must remain open to all Kenyan children based on merit and established placement criteria.
Beyond politics, the debate has highlighted structural challenges in the new system. Education experts point to limited capacity in national schools, uneven distribution of well-equipped senior secondary institutions, and confusion among parents about how placements are determined. Allegations of irregularities and unofficial payments to influence placements - though denied by authorities - have further eroded public trust.
The Ministry of Education has defended the process, stating that placements are conducted through an automated system that considers learner performance, school preferences, available capacity, and equity measures. It has also opened review windows to allow parents and learners to request transfers, while acknowledging that not all preferences can be met due to space constraints.
As the dust settles, the Grade 10 placement debate has become more than a dispute over school slots. It has evolved into a broader national conversation about fairness, access, regional balance, and the future of elite public education under the new curriculum - one that underscores the pressure on Kenya’s education system as it undergoes its most significant reform in decades. At the same time, it has directed attention to the poor investment in educational infrastructure in some parts of the country, including Northern regions, which has forced learners from those regions to flood national schools in Central Kenya, denying local students slots.