Education Cabinet Secretary Julius Ogamba has explained why Junior Secondary remains domiciled in primary schools, addressing questions from senators on Wednesday over the management of Junior Schools, the credibility of the 2025 Kenya Junior School Education Assessment (KJSEA) results, and government-supported talent development programmes.
The queries were raised by Senators Edwin Sifuna (Nairobi) and Tom Ojienda (Kisumu), who sought clarification on the administration of Junior Schools within primary institutions, alleged discrepancies in KJSEA results, and the status of extracurricular initiatives in Kisumu County.
Responding to Senator Sifuna on the domicile and management of Junior Schools, CS Ogamba said the matter had been extensively reviewed by the Presidential Working Party on Education Reform, which consulted teacher unions, parents, and members of the public.
He revealed that 93 per cent of submissions supported hosting Junior Schools within primary schools, while a minority suggested locating them in secondary schools or establishing autonomous institutions.
“The Government adopted the recommendation that Junior Schools operate within primary schools under a unified administrative structure,” CS Ogamba said.
“Primary and Junior Schools operate under one Head of Institution and one Board of Management to ensure effective governance, coordination, and smooth transition for learners.”
He explained that the decision was informed by psychosocial, logistical, and cost considerations.
Younger learners would face integration challenges if placed in secondary school environments, and using existing primary school infrastructure, including classrooms previously used by Standard Seven and Eight, was more cost-effective than constructing new facilities nationwide.
Addressing concerns over separate financial accounts for Junior Schools, CS Ogamba clarified that the arrangement does not imply administrative independence.
“Different capitation allocations necessitate separate accounting frameworks,” he said.
“Primary school learners are funded at Ksh.1,420 per learner annually, while Junior School learners receive Sh15,042 per learner annually, requiring distinct financial planning and accountability.”
On teacher supervision and career progression, CS Ogamba highlighted that the Teachers Service Commission conducts regular capacity-building programmes for Heads of Institutions.
All Junior School teachers are trained graduate teachers qualified to deliver the secondary-level curriculum under the Competency-Based Education system.
He further noted that teachers fall under the Secondary School Career Progression Framework outlined in the 2018 Career Progression Guidelines, developed in consultation with the Salaries and Remuneration Commission.
Turning to Senator Ojienda’s concerns about alleged manipulation of the 2025 KJSEA results, the CS affirmed that the Ministry had no knowledge of misreporting and that results released by the Kenya National Examinations Council were accurate and used to guide placement into Grade 10.
He explained that the KJSEA is a competency-based assessment administered at the end of Grade 9, categorising learners into levels such as Exceeding Expectations, Meeting Expectations, Approaching Expectations, and Below Expectations.
Final performance is determined by 20 per cent from Grade Six assessments, 20 per cent from school-based assessments in Grades Seven and Eight, and 60 per cent from the KJSEA exam.
CS Ogamba also addressed talent development in Kisumu County, noting that 617 public primary schools and 232 secondary schools participate in structured co-curricular activities coordinated through platforms such as the Kenya Secondary Schools Sports Association, the Kenya Music Festival, and national science and drama competitions.
He highlighted achievements, including sports scholarships at Masinde Muliro University of Science and Technology and the inclusion of female athletes in the Harambee Starlets development programme.
Acknowledging persistent challenges, CS Ogamba cited limited sports infrastructure, unequal access for remote learners, and coordination gaps among stakeholders.
To enhance transparency, the Ministry has introduced digital athlete registration systems integrated with the Kenya Education Management Information System (KEMIS).
CS Ogamba concluded by reaffirming the Ministry’s commitment to inclusive education, emphasising that learners from all regions, including marginalised communities, should have access to opportunities that nurture their abilities and support progression to national and international platforms.
