KNEC CEO Addresses Recent Poor KCSE Results
Image: Moi Kabarak High School students singing in celebration on February 28, 2011 after the best last year KCSE student Alber Wandui Kamau came from their school. The students went around the school singing and dancing for joy. JOSEPH KIHERI[NAKURU]Kenya National Examination Council (KNEC) CEO David Njengere has stepped forward to defend the 2025 KCSE results of students in sub-county schools, urging critics to look at “entry behavior” before dismissing their performance.
Speaking on Citizen TV on Tuesday, January 20, Njengere addressed growing concerns regarding the grade disparity between national schools and sub-county institutions. He argued that a direct comparison is statistically flawed because it ignores the academic starting point of the students.
The “Entry Behavior” Factor
Njengere pointed out that the current placement system creates an inherent performance gap long before the final exams are taken.
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- National Schools: Primarily admit students who scored 400 marks and above in the KCPE.
- Sub-County Schools: Largely enroll students who scored 200 marks or below.
”It is not possible to expect that, at the end of four years, sub-county schools can post comparable results with national schools,” Njengere explained.
Signs of Progress
Despite the lower average grades—which typically hover around C and D in these institutions—the KNEC boss highlighted a silver lining in the 2025 data:
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- 13% of sub-county learners achieved a grade of C+ or higher, meeting the minimum university entry requirement.
- This statistic, according to Njengere, proves that students in these schools have the potential to excel if given the right support.
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The Path Forward
The CEO emphasized that the focus should shift from criticism to investment. He suggested that the 13% success rate is a “positive trajectory” that indicates what could be achieved with more equitable resource distribution.
”If we put more resources in those schools, there is no reason why a child should fail,” he concluded.
