For thousands of learners and parents across Kenya, the transition to Grade 10 marks a significant milestone. It is more than moving to the next level of education—it is the point where students begin making decisions that could shape their future careers and life opportunities.

Under Kenya’s Competency-Based Education (CBE) system, learners entering Senior School are expected to select one of three pathways: STEM (Science, Technology, Engineering and Mathematics), Social Sciences, or Arts and Sports Science. The reform is designed to help students develop their talents, interests, and competencies while preparing them for higher education, employment, and entrepreneurship.

While the new system offers exciting possibilities, it has also introduced new concerns for many families, particularly in rural communities such as Homa Bay County. As students prepare to join Grade 10, parents are grappling with a difficult question:

How do we support our children’s career aspirations when school costs continue to rise?

A New Chapter in Kenyan Education

The Competency-Based Education system was introduced to move away from rote learning and place greater emphasis on practical skills, creativity, problem-solving, innovation, and talent development.

Unlike previous systems where students followed largely similar subject combinations, Senior School learners now have the opportunity to pursue pathways that align with their strengths and interests.

The three pathways include:

STEM Pathway

The STEM pathway is designed for learners interested in careers such as:

• Medicine
• Nursing
• Engineering
• Information Technology
• Data Science
• Architecture
• Environmental Sciences
• Aviation
• Research and Innovation

Students in this pathway focus heavily on mathematics, sciences, technology, and technical subjects.

Social Sciences Pathway

The Social Sciences pathway supports students interested in fields such as:

• Teaching
• Law
• Social Work
• Public Administration
• Community Development
• Journalism
• International Relations
• Psychology
• Business and Economics

Learners explore subjects related to society, governance, communication, and human behavior.

Arts and Sports Science Pathway

This pathway recognizes talents that have often been overlooked in traditional education systems.

Students interested in:

• Sports
• Performing Arts
• Music
• Fine Arts
• Theatre
• Film Production
• Sports Management
• Creative Industries

can now receive specialized training that develops both their talents and academic competencies.

For many young people, this is a welcome change.

A student from Rachuonyo East recently shared:

“For the first time, I feel like school recognizes what I am good at. I love sports, and now I can pursue it as a serious pathway.”

New Opportunities for Learners

The introduction of pathways allows students to make more informed choices about their futures.

Rather than waiting until university to specialize, learners begin exploring career interests earlier. This can increase motivation, improve engagement in learning, and help students understand how education connects to real-life opportunities.

For talented athletes, artists, musicians, and innovators, the new curriculum offers a chance to develop skills that were previously given little attention in mainstream education.

It also acknowledges an important reality: success does not follow a single path.

Kenya’s economy needs scientists and engineers, but it also needs teachers, artists, entrepreneurs, social workers, designers, athletes, and community leaders.

The Growing School Fees Concern

Despite the promise of CBE, many families are worried about the financial implications of Senior School.

Across Homa Bay County and other parts of Kenya, parents are already struggling with the costs of uniforms, transport, learning materials, examination requirements, and school fees.

The introduction of specialized pathways has raised concerns that some programs may require additional resources, equipment, technology, or practical training facilities.

Many parents fear that financial limitations could influence the choices their children make.

A mother from Kabondo East Ward explained:

“My daughter wants to pursue STEM because she dreams of becoming a doctor. My concern is whether we will manage the costs that come with the pathway.”

Another parent expressed similar concerns:

“The new system is good, but families need support. We don’t want children to abandon their dreams because of money.”

For vulnerable households already facing economic hardship, the transition to Grade 10 may become a significant financial burden.

The Risk of Leaving Vulnerable Learners Behind

One of the greatest concerns surrounding the implementation of CBE is equity.

While students in well-resourced schools may have access to laboratories, technology, sports facilities, and specialized teachers, learners in marginalized communities often face shortages of these essential resources.

Without targeted support, some students may find themselves unable to fully benefit from the opportunities that CBE promises.

Girls from low-income households are particularly vulnerable.

Financial pressure remains one of the leading causes of school absenteeism and dropout in many rural communities. When families cannot afford school-related expenses, education often becomes uncertain.

This is why continued investment in scholarships, mentorship, bursaries, and educational support programs remains critical.

Supporting Learners Through the Transition

The move to Grade 10 requires more than selecting subjects.

Students need guidance to understand their strengths, interests, and long-term goals. Parents need accurate information about pathway options. Schools need adequate resources and trained teachers. Communities need systems that ensure no learner is excluded because of poverty.

Organizations working in education, including community-based initiatives, have an important role to play by:

• Providing career guidance and mentorship.
• Supporting vulnerable learners through scholarships and bursaries.
• Engaging parents on pathway selection.
• Promoting girls’ education and retention.
• Advocating for equitable access to quality education.

Looking Ahead

The Competency-Based Education system has the potential to transform how young people learn, discover their talents, and prepare for the future.

For many learners, Grade 10 represents an exciting opportunity to pursue a pathway that reflects their interests and aspirations.

However, the success of CBE will depend not only on curriculum reforms but also on ensuring that every learner—regardless of their economic background—has an equal chance to benefit from those opportunities.

As students across Kenya prepare to choose between STEM, Social Sciences, and Arts & Sports Science pathways, one thing is clear:

No child should have to choose between their dream career and their family’s ability to pay school fees.

If the promise of CBE is to be realized, government, schools, communities, parents, and development partners must work together to ensure that talent, passion, and potential—not financial circumstances—determine a learner’s future.