High school teachers in Nyahururu town are protesting the government’s recent decision to make Mathematics an optional subject under the Competency-Based Curriculum (CBC).
The move, which has sparked heated debates, is seen by many educators as a step backward that could negatively impact students’ academic performance and long-term career prospects.
During a meeting held at Nyahururu Boys High School, several teachers expressed their concerns, highlighting the critical role Mathematics plays in shaping the intellectual capacity of students.
According to the educators, removing the subject as a mandatory requirement for senior secondary students is a move that could have detrimental effects on both individual students and the nation’s workforce.
Paul Wanjohi, a prominent advocate, and former Nyandarua County Assembly Speaker Ndegwa Wahome were among the leading voices in the meeting.
They stressed that Mathematics is the foundation of many fields, including science, technology, engineering, and mathematics (STEM), and that its absence from the core curriculum could deprive students of the skills necessary for success in these essential areas.
“This decision undermines the academic development of our students. Mathematics is not just a subject; it is the language of logic, structure, and critical thinking. Without it, students may struggle in other subjects like Physics, Economics, and even in the fields of Social Sciences and Business,” said Wahome.
The teachers also emphasized that Mathematics is integral to the development of problem-solving abilities, analytical skills, and logical reasoning, which are all essential in today’s increasingly competitive global job market.
They warned that without a strong grounding in Mathematics, students would be ill-prepared for the demands of higher education and the workforce, particularly in industries that rely on technology and data-driven decision-making.
The government’s decision, which affects students in the Arts, Social Sciences, and Sports Science pathways, has raised concerns about the future of Kenya’s workforce.
Teachers argue that while curriculum flexibility is important, the removal of Mathematics from compulsory subjects could create a gap in students’ preparedness for the challenges of modern careers.
“Flexibility in the curriculum is fine, but not at the expense of our students’ future,” said one teacher during the meeting.
“We are setting them up for failure if we allow them to graduate without a strong grasp of Mathematics, a skill that underpins almost every professional field today.”
The controversy over the government’s move has also sparked debate about the broader implications for Kenya’s economic future.
Critics argue that eliminating Mathematics as a compulsory subject may hinder the country’s efforts to build a skilled, innovative, and competitive workforce capable of driving economic growth in the 21st century.
Despite the criticisms, the government has defended the move, stating that the new curriculum offers students more flexibility and choice in pursuing their interests.
However, educators and industry professionals remain unconvinced, calling for a reevaluation of the decision to ensure that Kenya’s future generations are adequately prepared for the challenges and opportunities that lie ahead.
As the debate continues, the teachers in Nyahururu have vowed to continue advocating for the reinstatement of Mathematics as a compulsory subject, fearing that without it, students’ potential for success in an increasingly technological world could be significantly limited.
