The decision to alter the KCSE grading structure for the remaining classes under 8-4-4 has sparked a division among education stakeholders.
Announced by the Education Cabinet Secretary Ezekiel Machogu on Monday, the Presidential Working Party for Education Reform has officially proposed changes to the current grading system that will be put into effect this year. The revised system will now mandate that students factor in both Mathematics and one language when calculating their final scores. Moreover, students must also include their top five performing subjects in the calculation.
In former years, secondary students had to study five mandatory subjects from three clusters including Math, English, Kiswahili, two sciences, and one humanities subject. However, the Kenya Union of Post-Primary Education Teachers disputes the changes asserting that they will communicate uncertainty amongst candidates. The professional body forewarns that such continued modification would eventually coax students into choosing disciplines that are easier and diminish the importance of technical subjects. Conversely, the Kenya National Union of Teachers upholds a different outlook, supporting the implementation of these grading reforms.
The inflexibility in the assessment and evaluation of students has led to vacant spots in higher education institutions. According to KNUT Secretary General Collins Oyuu, the ideology seamlessly integrates the Competency-Based Curriculum (CBC) with the previous 8-4-4 system. He mentions that it is important to remember why we transitioned away from the 8-4-4 as the system marginalized students at three critical stages. According to him, after completing Class 8, those who didn’t pass were dismissed, the same occurred in Form Four, and even in University where graduates are struggling due to a lack of skills.
The National Parents Association Chairperson Silas Obuhatsa contends that this year’s KCPE exam deserves the implementation of grading reforms. Obuhatsa feels the assessment should only focus on three subjects as opposed to all five. Moreover, the Kenya Association of Private Universities’ Prof. Stephen Mbugua underscores that the approach would increase tertiary education accessibility and lead to more student enrolments. Additionally, Prof. Mbugua emphasizes that private universities are grappling with dwindling numbers due to the amended university funding model that curtails government-funded students’ entrances.
