For many parents in Kenya, the transition from junior to senior school under the Competency-Based Education (CBE) is a pivotal moment. While many learners secured their preferred placements when the 2025 KJSEA results were released, a significant number required changes due to factors such as pathway alignment, distance, boarding considerations, financial constraints, parental or learner preferences, and, in some cases, placement letters being withheld by school principals. Understanding these challenges makes it essential for parents to be familiar with the deadlines, approval criteria, and capacity limits that govern placement adjustments.

The system of change requests is designed to balance learner interests, school resources, and equity. Missing submission deadlines, which initially ran from 23rd to 29th December 2025, could result in requests being declined, regardless of merit. Recognising the high demand and capacity limitations, a second review window was offered from 6th to 9th January 2026, providing families another opportunity to adjust placements. Learners are expected to report to their assigned schools on 12th January 2026, marking the official start of senior school under CBE.

Parents and guardians had the opportunity to submit or revise placement requests during these windows. However, requests were not submitted directly into the placement system. Instead, school principals acted as intermediaries, receiving supporting information from parents and submitting the requests via the Ministry of Education’s placement portal. In some cases, senior school principals could also initiate review requests for learners seeking entry into their schools during the official revision windows. This approach ensures that applications are verified, complete, and aligned with official criteria, preventing incomplete or unrecognised submissions.

Acting promptly and providing clear documentation of the learner’s interests and pathway alignment increases the likelihood of securing a placement that fits both the learner’s strengths and the school’s capacity. Once the submission periods close and reporting dates arrive, further adjustments for that admission cycle are generally no longer accommodated, highlighting the importance of timely, well-prepared applications.

Deadlines, Approvals, and Capacity

Understanding how requests are evaluated helps parents navigate the process strategically. Change requests are closely tied to school capacity and programme offerings, particularly in popular Cluster 1 schools that offer specialised STEM, Arts & Sports Science, and Social Sciences pathways. Laboratories, boarding facilities, and arts studios impose real limits on the number of learners a school can accommodate, which makes accurate documentation essential. Late or incomplete requests risk being declined, even when the learner’s qualifications align with the programme.

Approval decisions focus on both the learner’s aptitude and pathway alignment. For instance, a learner with demonstrated skills in sciences or technology is more likely to be approved for a STEM-focused school, while a learner excelling in arts or sports aligns better with schools offering those programmes. Additional considerations, such as proximity to home, sibling enrolment, and accessibility, further guide administrators in distributing learners fairly while maintaining educational quality.

Capacity remains one of the most significant challenges. Even when learners meet all criteria, approvals may be impossible due to limited classrooms, dormitory space, or specialised facilities. Schools with extensive STEM labs, arts studios, or sports facilities often experience the highest demand, requiring careful allocation to balance equity and resources. Early, well-documented submissions are therefore crucial for improving approval chances.

Practical Guidance for Parents

With these factors in mind, navigating change requests successfully requires planning and proactive engagement. Keeping a calendar of key dates ensures submissions fall within official windows. Aligning a learner’s interests with a school’s pathways, and providing supporting evidence, strengthens the request and demonstrates the alignment schools prioritise. Clear communication with school administrators also helps clarify requirements and reduce delays.

Parents should explore pathway offerings across schools. Some institutions may provide strong Social Sciences programmes but lack STEM facilities, while others specialise in Arts & Sports Science. Matching placement requests to the learner’s strengths not only improves approval chances but also positions them for long-term academic and career success.

Ultimately, senior school change requests are less about administrative procedures and more about strategic placement to support learner development. Families who understand the process, act within deadlines, and align requests with the learner’s interests are more likely to secure placements that maximise both educational quality and future career pathways. As CBE continues to evolve, these practices ensure learners are in environments where they can develop competencies, explore specialised pathways, and prepare for meaningful futures.