Offer alternatives for students who score poor grades

Kiongwani Secondary School students celebrate Onesmus Maundu Nzioka who scored A plain of 81 points in the 2024 KCSE at the school in Makueni County on January 10, 2025. [Stephen Nzioka, Standard]

Last year’s Kenya Certificate of Secondary Education (KCSE) examination results reveal a sobering reality with more than 700,000 candidates (over 75 per cent) missing the minimum university entry grade of C+ (Plus).

This staggering figure points to an urgent need for the government to provide robust alternatives for the majority now facing an uncertain future. And as the nearly 250,000 candidates who made the university mark celebrate, another nearly 50,000 scored an E.  
Without meaningful intervention, these young Kenyans risk being consigned to the margins of society, with limited opportunities for growth, development and contribution to the economy.

While the Ministry of Education has taken commendable steps by offering two pathways — enrollment in technical and vocational education and training (TVET) institutions and the introduction of mid-year KCSE exams — this is not enough. 

These measures must be part of a broader, well-coordinated plan to ensure no student is left behind. The emphasis on TVET colleges as an alternative to university education is a step in the right direction, but the government must ensure these institutions are adequately funded, equipped and staffed.

For too long, TVET institutions have been seen as inferior options, stigmatised as the “last resort” for students who fail to make the university cut. This perception must change. The government should embark on a nationwide campaign to promote the value of technical and vocational skills, highlighting their critical role in driving Kenya’s industrialisation and economic development. 

Industries are crying out for skilled technicians, artisans and craftsmen, yet the gap between demand and supply remains dismal. By aligning TVET curricula with market needs and offering robust financial support through scholarships, grants, and subsidised fees, these institutions can become true centres of excellence.

The introduction of a mid-year KCSE exam provides a lifeline for candidates who wish to improve their grades. However, this approach raises questions about its accessibility and equity. The government should also explore flexible and innovative solutions such as online learning platforms, modular courses, and community-based training centres. 

These initiatives can cater to working adults, school dropouts, and other non-traditional learners, enabling them to gain practical skills and qualifications without being confined to the rigid framework of formal education. Further, the private sector must play a more active role in bridging the gap between education and employment. Through public-private partnerships, industries can work closely with educational institutions to develop apprenticeship programmes, mentorship opportunities, and job placements for graduates.

Finally, education is supposed to be an equaliser and a platform where learners from poor backgrounds can study hard and get a decent shot at life.