The Kenya National Examinations Council (KNEC) has issued a sharp warning to schools, teachers and individuals spreading misleading “analysis” of the Kenya Junior School Education Assessment (KJSEA) results, saying the practice fundamentally misrepresents the Competency-Based Curriculum (CBC).
In a firm clarification following widespread confusion online, KNEC stressed that KJSEA results do not have total marks, aggregate scores or school mean scores, as was the case under the defunct 8-4-4 system. Each learning area is assessed independently, with learners graded using performance levels rather than cumulative marks.
“KJSEA is not about ranking learners or schools,” KNEC stated, emphasising that the CBC model is designed to recognise individual strengths without allowing weaker areas to cancel out strong competencies. For this reason, school rankings and mean scores simply do not exist under the new system.
The release of the first-ever KJSEA results sparked confusion among parents and learners, many of whom struggled to interpret the unfamiliar grading format. KNEC clarified that candidates were assessed in nine learning areas, with performance graded on a scale of 1 to 8, where 8 represents ‘exceeding expectations’ and 1 indicates ‘below expectations’.
In a major reassurance to families, the Ministry of Education confirmed that all 1.13 million learners who sat KJSEA will transition to senior school in 2026, dismissing fears of exclusions based on grades. Placement will be guided by learners’ demonstrated strengths into one of three pathways: STEM, Social Sciences, or Arts and Sports Science.
KNEC has now drawn a clear line, warning that any totals, rankings or so-called school “analysis” circulating on social media and other platforms is inaccurate, misleading and contrary to the principles of CBC.
The council urged parents and educators to seek official guidance and resist attempts to force the new system into the old ranking culture, saying CBC marks a deliberate shift away from exam competition towards skills, competence and individual potential.
