Students avoid languages as Senior School leans toward STEM

By Newsflash Writer

A growing number of public secondary schools are reporting extremely low enrolment in languages and creative arts at Senior School level, highlighting emerging challenges in the rollout of the Competency-Based Education (CBE) system.

In several schools, only two or three learners have signed up for subjects such as Literature, foreign languages, and other arts-based courses. The trend contrasts sharply with strong demand for science-related pathways, raising concerns about balance, resource use, and long-term sustainability of certain subjects.

Ministry of Education data shows that 51 percent of learners have selected STEM subjects, 38 percent social sciences, and only 11 percent arts and sports. Education stakeholders say this skewed preference is leaving some schools struggling to run viable language and arts classes.

Tiny language classes emerge

A senior education ministry official said subject distribution varies depending on the number of students placed in each school and their individual choices.

But teachers say the reality on the ground is difficult. Extremely small classes, they argue, make it hard to conduct discussions, group activities, and peer learning — all central to the CBE approach.

“I have two learners in a literature class. It’s challenging to deliver lessons effectively because the classroom dynamics are completely different from a normal-sized group,” said a teacher.

In Bungoma County, another teacher reported having only six Grade 10 students enrolled in

Pressure on teachers

The imbalance is also raising questions about teacher deployment. Educators warn that assigning teachers to subjects with just a few learners could lead to underutilisation, transfers, or added strain on already limited staffing and facilities.

The Kenya Teachers in Hardship and Arid Areas Welfare Association (Kethawa) says counties such as Samburu have experienced uneven student placement, creating additional pressure for teachers and affecting learning outcomes.

Ministry promises intervention

Basic Education Principal Secretary Prof Julius Bitok said ministry officials have been sent to assess affected schools and determine appropriate responses.

“Our officers are reviewing enrolment patterns and considering whether teachers can guide learners toward alternative pathways where class numbers are too low to sustain meaningful learning,” he said.

The ministry maintains that subject selection should be guided by a learner’s career goals, strengths, and interests, with school leaders offering direction. However, school heads say many parents and students still lack clear information about pathways and placement criteria.

The Kenya Comprehensive School Heads Association (KECSHA) has called for better public sensitisation, clearer communication of placement results, and transparent appeals mechanisms to reduce anxiety and confusion.

As Senior School under CBE takes shape, education stakeholders say the low uptake of languages and arts may require policy adjustments to ensure no pathway is left behind while still respecting student choice.