By D, KNA
Parents have been warned against compelling their children to pursue the Science, Technology, Engineering, and Mathematics (STEM) pathway under the Competency-Based Education (CBE) system, with education stakeholders cautioning that such pressure could lead to future frustrations.
Speaking to Kenya News Agency (KNA), Kenya National Union of Teachers (KNUT) Meru South Executive Secretary Njeru Mutani emphasized that learners should be guided by their interests and abilities when selecting academic pathways.
“Parents should not force their children to venture into pathways they are not capable of or interested in. STEM involves pure sciences and mathematics, and any child who is not strong in these subjects may struggle and become frustrated in the future,” said Mr Mutani.
He noted that under the CBE framework, learners are placed into one of the three pathways: STEM, Social Sciences, or Arts and Sports, based on their preferences indicated before the Kenya Junior Secondary Education Assessment (KJSEA).
While the school placement may change, he added, the chosen pathway remains fixed.
Mr Mutani expressed concern that many parents are pushing their children towards STEM due to its perceived prestige, without considering the learners’ strengths, reiterating that the CBE system was introduced to promote specialization and align education with individual talents and career aspirations.
“Those aspiring to become lawyers, economists, managers, journalists, or diplomats should pursue Social Sciences, while learners interested in music, acting, film, graphic design, or content creation should consider the Arts and Sports pathway,” said Mr Mutani, adding that STEM is meant for technical careers such as Doctors, Engineers, Architects among others.
He stressed that the focus by parents should be on aligning students with careers that match their abilities, rather than chasing popularity or prestige.
On preparedness for Grade 10, Mutani noted that approximately 30,000 secondary school teachers have been retooled to handle the transition, though more are needed.
He also welcomed the Ministry of Education’s efforts in acknowledging the printing of sufficient learning materials for Grade 10 and the recent release of capitation funds to primary and secondary schools.
He also lauded some MPs who have announced the issuance of National Government Constituency Development Funds (NGCDF) to Grade 10 learners, describing it as a positive step towards supporting the new education system.
