The National Assembly has received a petition from the Computer Science Teachers Association of Kenya (CSTAK) urging Parliament to introduce policy and legislative measures to reverse the decline in the uptake of Science, Technology, Engineering, and Mathematics (STEM) subjects and to strengthen Computer Science education nationwide.
Deputy Speaker Gladys Boss, who presented the petition to the House, said the issue touches on one of Kenya’s key pillars for future competitiveness.
“My office has received a petition from the Computer Science Teachers Association of Kenya, a national professional body representing computing educators,” she said. “The association is dedicated to ensuring that teachers are fully equipped to train the next generation of technology innovators, in alignment with the country’s national digital master plan and strategic goals.”
Hon. Boss expressed concern over the declining interest in STEM subjects, warning that Kenya risks losing its competitive edge in an increasingly technology-driven global economy. “Without timely intervention, the nation risks falling behind in global competitiveness, innovation, and its ability to thrive in the Fourth Industrial Revolution,” she said.
In the petition, CSTAK lauded the Teachers Service Commission (TSC) for prioritizing STEM subject teachers in the ongoing recruitment of 24,000 intern teachers for junior secondary schools. The association also praised the inclusion of coding in the Competency-Based Curriculum (CBC) through platforms like Scratch and Python.
However, CSTAK cautioned that relying solely on one introductory tool limits learners’ preparedness for advanced areas such as Artificial Intelligence (AI), Cybersecurity, and Data Science. The group also raised concerns that the robotics component in the Grade 7–9 curriculum remains weak due to limited infrastructure, a shortage of trained teachers, and high implementation costs.
“The lack of formal financial and policy support for STEM activities, unlike music, drama, and sports, creates inequality in access, especially for marginalized communities,” the petition read. It further criticized the Kenya Science and Engineering Fair policy for requiring the use of expensive proprietary LEGO robotics kits, which exclude affordable, open-source alternatives like Arduino and Raspberry Pi Pico.
CSTAK urged Parliament to engage the Ministry of Education in developing a National Policy and Funding Framework for STEM and Robotics. It also called on the Kenya Institute of Curriculum Development (KICD) to include hands-on modules in AI, Robotics, Data Science, and Cybersecurity in the curriculum.
Gilgil MP Martha Wangari supported the petition, saying it was timely and called for fair funding between STEM and arts subjects. She cited the success of John Tongoi, a Chuka University student who placed third globally at the 2025 International Quant Championship in Singapore after being supported by the Gilgil NGCDF.
“This is a live example of the kind of support we can give young men and women to excel in STEM,” said Wangari. “It shows how much potential we have as a country if we fully support science and technology.”
Marakwet East MP Kangogo Bowen also supported the petition but noted that the lack of infrastructure in rural areas could hinder the rollout of STEM and ICT programs. “We must first focus on developing infrastructure across the country before fully implementing these programs,” he said.
The petition was referred to the Public Petitions Committee for consideration. The committee will examine the issues raised and table a report in the House in line with Standing Order 227(2).
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