Debate rages if Grade 9 learners capable of picking career paths

Basic Education PS Belio Kipsang and Kenya Air Force Commander Major General Fatuma Ahmed during the launch of Grade 9 classrooms at Moi Forces Academy in Nairobi on January 30, 2025. [Boniface Okendo, Standard]

As the Competency-Based Curriculum enters another level next year, thousands of Grade 9 learners across the country are preparing to make a crucial decision that will shape their future careers.

The debate on whether the students are ready to make informed choices continues, seven months to the transition period.

Before moving to senior secondary school next year, the students must select a career pathway, a choice that some experts argue may come too early in their academic and personal development.

For 15-year-old Grace Mwikali, a student in Nairobi, the decision is a weighty matter.

“I enjoy both science and business studies. My teachers say I should take the science pathway because I do well in math, but I also love the idea of running my own company one day,” she says.

The introduction of career pathways was designed to better prepare students for the workforce or tertiary education by offering tailored subject groupings in fields such as science, technology, engineering and mathematics (Stem), business studies, humanities and technical skills.

However, some educators believe that expecting 14- and 15-year-olds to commit to a career might be premature.

“At this stage, many students are still discovering their interests and capabilities. While some may have a clear idea of what they want to pursue, others need more exposure to different career options before making an informed choice,” says Dr Rebecca Maina.

Despite these concerns, the Kenya Institute of Curriculum Development (KICD) maintains it will work well.

“The learners will be 15 years old by the time they complete Grade 9. By that age they are psychologically mature enough to conceptualize the pathways,” says KICD Director Charles Ong’ondo.

“Assessment at junior secondary school will have indicated their potentials and interests.”

Parents and teachers play a significant role in guiding students through this process. “We try to help our learners understand their strengths and weaknesses, but ultimately, the choice is theirs,” says Lindiwe Philis, a Grade 9 teacher.

Some students, like 14-year-old Angela Atieno, are confident to take on the challenge. “I’ve always wanted to be a doctor, so the Stem pathway makes perfect sense for me,” she says.

But others like Annette Amiani are worried. “I have not been taken through the whole idea of choosing the pathway. I’m still staggering on which route to take.”

The debate has divided education experts, with concerns ranging from cognitive development to inadequate guidance in schools.

Dr Emmanuel Manyasa of Usawa Agenda is worried that most learners have not been been guided enough.

“For most of our public schools, there hasn’t been adequate interaction between children, teachers and parents to make informed decisions. That’s where the problem lies,” he says.

Others argue that while some 14-year-olds can make decisions with confidence, the majority will struggle and could end up at the wrong place.

“Cognitively, at ages 13 to 16, most students are still developing abstract thinking and decision-making skills. Their reasoning is often focused on the present rather than the future,” notes Dr Caroline Muaka, a senior lecturer in psychology and director of research, innovation, commercialisation and entrepreneurship at the Daystar University.

However, Prof Egara Kabagi of the Machakos University believes the system will work. “The 8-4-4 exam was designed to rank students from top to bottom. Now, we are assessing which pathway best fits a learner’s competencies.”