NAIROBI, Kenya — Computer science teachers have petitioned Parliament to urgently address the declining uptake of Science, Technology, Engineering, and Mathematics (STEM) subjects, warning that inadequate policy and funding support could undermine Kenya’s competitiveness in the global technology-driven economy.
The Computer Science Teachers Association of Kenya (CSTAK) has presented a petition to the National Assembly’s Public Petitions Committee seeking stronger institutional backing for STEM education, including robotics, artificial intelligence, and cybersecurity training in schools.
CSTAK chairperson Fred Sagwe told lawmakers that although the government has introduced coding under the Competency-Based Curriculum (CBC), the current initiatives remain too limited to prepare learners for the rapidly evolving digital economy.
“Unlike extracurricular activities such as music, drama, and sports, STEM activities — particularly robotics — lack formal financial and policy support,” Sagwe said. “This is resulting in unequal access to STEM learning opportunities, especially among learners in marginalised communities.”
The association acknowledged recent reforms in the education sector, including the rollout of coding lessons and the recruitment of additional STEM teachers by the Teachers Service Commission (TSC).
However, it argued that these measures are largely introductory and insufficient for building deeper technical competencies among students.
Among the proposals submitted to Parliament is the creation of a national policy and funding framework dedicated to STEM and robotics education.
CSTAK also wants the government to introduce structured professional development and certification programmes for teachers in emerging technology fields such as artificial intelligence, robotics, data science, and cybersecurity.
The teachers’ association further called for greater integration of hands-on STEM learning into the school curriculum, including practical laboratory work, robotics competitions, and innovation projects designed to enhance problem-solving and technical skills.
The Public Petitions Committee, chaired by Runyenjes MP Muchangi Karemba, said it will review the petition and consult relevant institutions before making legislative or policy recommendations.
“We will deliberate further on the issues raised in the petition and engage stakeholders in the education sector to determine appropriate policy responses,” Karemba said.
The petition comes at a time when recent national assessment data indicate growing interest among learners in science-related careers.
According to Education Cabinet Secretary Julius Ogamba, results from the 2025 Kenya Junior Secondary Education Assessment (KJSEA) show that a majority of learners demonstrate aptitude for STEM subjects.
“Of the 1,330,459 learners who sat for the exam, 59pc demonstrated potential to pursue the STEM pathway,” Ogamba said. “Meanwhile, 42pc showed potential for the Social Sciences pathway, and 48 P.c for the Arts and Sports pathway.”
Education experts say the results reflect increasing interest in innovation, technology, and scientific inquiry among young learners — sectors seen as critical to Kenya’s long-term economic development.
The government has identified STEM as a key driver of growth as the country expands investments in digital innovation, manufacturing, engineering, and the knowledge economy. However, analysts warn that without adequate infrastructure, teacher training, and funding, the country may struggle to convert learner interest into real technical capacity.
Beyond the classroom, STEM skills are also increasingly linked to national priorities, including digital transformation, artificial intelligence development, and the expansion of Kenya’s technology sector, which has earned Nairobi the reputation of a regional “Silicon Savannah.”
Education stakeholders say a balanced approach remains essential, as learners continue to demonstrate strengths in social sciences, arts, and sports, underscoring the need for a holistic education system.
