KJSEA placement shocker

Several learners across the country who excelled in the Kenya Junior Secondary Education Assessment (KJSEA) have expressed displeasure over their placement in senior schools.

Many had looked forward to securing admission to schools of their choice, but the outcome has left them astonished and confused. Only a lucky few were placed in schools they had selected.

The placement exercise has also laid bare communication gaps, emotional strain, and infrastructure challenges facing Kenya’s education reforms.

It has emerged that some learners were placed in schools or pathways they neither chose nor anticipated.

Among them is Clarence Alex Muritu, whose strong performance had fuelled hopes of pursuing Social Sciences in a top national school.

Muritu scored EE1 in English and Christian Religious Education, EE2 in Integrated Science, Agriculture, Social Studies and Pre-Technical Studies, ME1 in Kiswahili and Creative Arts, and ME2 in Mathematics.

Instead, he was placed at Thika Garrison Secondary School under the Science, Technology, Engineering and Mathematics (STEM) pathway.

“I clearly chose Social Sciences. I have always wanted to study subjects related to people and society. Being placed in STEM feels like my choice was ignored,” Muritu said.

Another case is that of Basra Zarina Rashid, who scored EE1 in English, Kiswahili, Christian Religious Education, Integrated Science and Agriculture, and EE2 in Mathematics, Social Studies, Creative Arts and Pre-Technical Studies.

The learner was optimistic about joining Alliance Girls High School to pursue STEM but was instead placed at Bulimbo Girls High School in Western Kenya.

“I worked hard believing I would get into a national school,” Basra said in disappointment, adding that the outcome was not what she had expected.

Sellar Iman is equally dissatisfied. Her scores included EE1 in English, Mathematics, Integrated Science, Agriculture, Social Studies, Christian Religious Education and Creative Arts, and EE2 in Pre-Technical Studies and Kiswahili. Her disappointment lies not just with the school, but also the pathway.

She was placed at Machakos Girls to pursue Sports and Arts, despite aspiring to take STEM at Alliance Girls or Maryhill Girls.

Alpha Wanyoike was placed at Kerugoya Boys instead of his first three choices—Mang’u High School, Kapsabet Boys or Nairobi School.

With an EE1 score of 69 out of a possible 72 points, he was placed under the STEM pathway.

“It is demoralising, and he is disappointed since he chose three schools and was not placed in any of them,” his father, Sammy Wanyoike, said, adding that he would reapply for Mang’u once the placement portal is reopened.

In contrast, the family of Sharif Mohammed was pleased with his placement at St Anthony Boys High School in Kitale, Trans Nzoia County.

Mohammed scored an EE2 of 67 points at Eldoret Achievers School in Uasin Gishu County and was placed under the Social Sciences pathway.

“We were overwhelmed by his good performance. Hard work was rewarded, and we saw how ambitious, focused and disciplined he was,” his aunt, Fatma Baburam, said.

St Peter’s Elite School in Gilgil, which posted impressive KJSEA results, had several learners secure admission to top national and extra-county secondary schools.

Faith Nyambura earned a coveted slot at Kenya High School under the STEM pathway.

Elnathan Aminga was placed at Alliance High School to pursue Social Sciences, while Eddy Mokaya Orenge joined Lenana School under the STEM pathway.

Other learners placed in prestigious national schools include Masuod Nderitu Mwangi at Mang’u High School (STEM), Cindy Seyianoi Nkoitoi at Limuru Girls’ School (Social Sciences), and Fridah Lenoi Loigero at Asumbi Girls High School under the STEM pathway.

Parents welcomed the placement results, terming them a reflection of careful school selection and learner commitment. Wathuita, Nyambura’s parent, said the family was delighted.

“Kenya High School was our first choice, and that is what she got,” she said.

Nyambura said she was happy with the placement and looked forward to studying medicine in the future.

The school’s principal, Linet Yugi, said the school presented 105 candidates for the assessment, with 50 securing placements in national schools, while the rest joined extra-county institutions.

“I am not very satisfied with the placement system, especially for STEM students. However, this being the first cohort under the Competency-Based Education system, I feel the government is still putting its house in order,” she said.

Learners from Little Friends Junior School in Mogotio also secured slots in national schools.

Dan Keter, Victor Kibet, Reagan Kipkorir and Brian Tuwei were all placed at Kapsabet Boys.

Nimrod Michael was placed at Starehe Boys’ Centre, while Timothy Cheruiyot earned a place at Maranda High School.

In the girls’ category, Taqueen Jebet and Naomi Jemutai were placed at Moi Girls’ High School, Eldoret, while Linda Ruto, Victoria Jelimo and Stacy Jebet joined Kipsigis Girls High School.

Kibet’s mother, Jane Kiptui, said the family was delighted as the placement matched one of the schools her son had applied to.

Naomi’s parent, Alice Kibet, said that although Kenya High School was their first choice, they were grateful for the school where her daughter was placed.

The school director, David Kigen, said consistent hard work by learners, teachers and management had kept the school at the top.

In Bomet County, education stakeholders have raised concerns over senior school placements.

Kenya National Union of Teachers (KNUT) Executive Secretary Desmond Langat said top-performing learners were placed in rural schools, while others were placed in the wrong pathways despite strong performance.

He said many complaints had been received and urged the Ministry to address the issue urgently, while encouraging parents to support learners during the revision window.

At Mill Hill Comprehensive School in Kosele, Homa Bay County, parents complained that their children were placed in schools that neither matched their performance nor their choices.

Parents said learners who scored high grades—meriting the senior schools they selected—were instead placed in lower-ranked schools.

“What worsens the matter is that the students did not choose the schools where they have been placed,” said school director Dr Maurice Ndolo, appealing to the Ministry to ensure fairness.

“Education is an investment, and every student needs to be treated fairly based on their KJSEA performance. It should not appear that the government is punishing private schools unfairly,” Dr Ndolo said.

In Kakamega County, many parents said they were yet to receive confirmation of where their children would report for senior school in January.

“We are being told the process is automated, but up to now nothing is coming through. Schools are opening soon, and we don’t know where to report or what requirements to prepare,” said parent Nehemiah Muserah.

He added that repeated attempts to access placement details through the official SMS code had failed, returning error messages or no response.

Another parent, Jane Shiundu from Lurambi Sub-county, said her attempts to check her child’s placement had also been unsuccessful.

Parents argue that the delay is causing emotional distress and disrupting financial planning, as senior schools often require early arrangements for fees, uniforms and travel.

This reflects the voices of thousands whose expectations have clashed with the realities of the new placement framework, leaving them uncertain about their next step—similar to challenges faced during Junior Secondary School.

As a result, “Exceeding Expectations” does not automatically guarantee admission to a national school or a preferred pathway—a fact many parents say was poorly explained.

“The policy was there, but we were not prepared psychologically. Schools made it appear that good results would automatically take our children to national schools,” said one parent.

National and extra-county schools in Cluster 1 and 2 are required to offer pathways in STEM, Social Sciences, and Arts and Sports. However, placement prioritises matching learners to pathways rather than rewarding overall academic strength.

National Parents Association chairman Silas Obuhatsa said a child’s future should not hinge on an exam taken at age 12.

“Under CBE, senior school placement is no longer guided by a single aggregated score. Instead, it considers pathway choices, learner aptitude, career interests, school capacity, equity, gender balance, regional representation and the availability of specialised tracks,” he said.

Education Cabinet Secretary Julius Ogamba assured parents that the placement portal would remain open, allowing revisions even after learners report to school.

“This is the first time we are doing this placement. There could be some hiccups, but the teams we have set up will be available to address those challenges,” Ogamba said.

“We are placing learners in schools and pathways. If challenges arise, we will review the placements and see what support the learner can receive. This is learner-based assessment—the learner takes first place in every decision.”

The CS added that once the portal opens, it will remain accessible to address emerging challenges, allowing learners to change pathways if necessary.

“If learners feel they have been placed in the wrong pathway or school and wish to transfer, that space will be available in the next two weeks,” he said.

Basic Education Principal Secretary Julius Bitok echoed the same, assuring parents and learners of flexibility in the system.

“We shall give them an opportunity to revise. If you are given a school and you don’t like it, you will revise digitally,” Bitok said on Saturday, December 13, 2025.

He added that learners transitioning to Grade 10 could change both schools and pathways within the review window, noting that all placements would be finalised by December 20.

Under the new system, senior schools offer three pathways: Arts and Sports Science, Social Sciences and STEM.

Learners select up to 12 schools across pathways, but experts warn that infrastructure gaps—particularly in sub-county and county schools—threaten the success of STEM placements.

“Placing students in schools without laboratories and qualified teachers wastes their potential,” said Emmanuel Manyasa, Director of Usawa Agenda.

Educationist Majani Baridi warned that many sub-county schools should focus on humanities until they are adequately equipped for STEM, cautioning against possible protests and delayed placements.

“How can you place a learner in the STEM pathway at a sub-county school knowing very well that the school lacks the facilities to offer it?” he asked.