Why KJSEA top performers are torn between academics, sports and sciences
Education
By
Mike Kihaki
| Dec 15, 2025
Following the release of the maiden Kenya Junior Secondary Education Assessment (KJSEA) results under the Competency-Based Education (CBE) system, an unexpected dilemma has emerged among some of the country’s brightest learners over which pathway to pursue.
Top performers, qualifying for all three pathways; Science, Technology, Engineering and Mathematics (STEM), Social Sciences, and Arts & Sports Sciences, are torn between options. Under the new system, Grade 9 learners must select one main pathway despite the curriculum’s promise of nurturing holistic talent. For those scoring Exceeding Expectations (EE) in academics and co-curricular areas, the choice feels limiting rather than liberating.
At Accurate Schools Kayole, director Samuel Macharia says the dilemma is already evident. “Students excelling in both academics and co-curriculars are organised, disciplined, and highly driven. This balance enhances overall well-being and improves academic performance,” he said.
Of 83 EE candidates, 21 were active in the school’s drama club, with their cultural dance “Mama Mboga” recognised nationally.
At Accurate Digital School Utawala, learners Lorena Watiri, Natasha Mariam, and Paul Ngugi excelled in national chess championships. James Mbogo, who scored EE1 across subjects, said: “I am going to pursue STEM at senior school, but I will continue football alongside my academics. I will decide on my future pathway when I join university.”
Similarly, Gilgil Hill Schools’ Tiffany Wambui won the Smart Robot Design Award at the ENJOY AI 2025 Global Final in China, demonstrating the global competitiveness of learners navigating the pathways choice.
Evidence shows co-curricular engagement strengthens academic outcomes. In Vihiga, headteacher Whyclife Lung’aho observed that active participation in sports and cultural activities correlates with strong KJSEA results.
Rockfields Junior School director David Waititu added: “We have deliberately refused to treat co-curricular activities as optional extras. They are central to learner development, and the results are speaking for themselves.”
In Makueni, Vitale HGM Comprehensive School celebrated over 50 candidates surpassing expectations. Top scorer Kelvin Nyanumba, with 67 points, aims to become an aeroplane engineer, while Neema Dominic aspires to teach. Parents called for increased government investment in facilities and teachers.
The transition exercise begins today, allowing learners to choose pathways, with a five-day window for changes. Schools are classified as triple or double pathway institutions. Triple-pathway schools, including Machakos School, Nairobi School, Pangani Girls, Maseno School, and Alliance High, offer STEM, Social Sciences, and Arts & Sports. Double-pathway schools, such as Ofafa Jericho, Aquinas, Vihiga High, and Kaimosi Girls, offer limited options.
Many schools face infrastructure challenges. Kisumu headteacher Anthony Oluoch noted that classrooms and dormitories are sufficient, but sports grounds, pitches, and specialised coaches are needed to fully implement the sports pathway.
The KJSEA transition highlights both the promise and constraints of the CBE system, as learners strive to balance academic excellence with co-curricular passion.