In a momentous event marking the twilight of Kenya’s longstanding 8-4-4 education system, the 2025 Kenya Certificate of Secondary Education (KCSE) results were unveiled on January 9, 2026, by Education Cabinet Secretary Julius Migos Ogamba.
The ceremony took place at AIC Chebisaas High School in Eldoret, Uasin Gishu County, drawing educators, students, and families from across the nation.
These examinations, conducted between October 21 and November 14, 2025—with some reports extending the period to November 21—represent one of the final cohorts under the traditional curriculum, as the country transitions toward the innovative Competency-Based Curriculum (CBC).
This release not only celebrates academic achievements but also underscores a broader narrative of resilience and progress in Kenyan education, with candidates demonstrating remarkable adaptability during a pivotal testing season.
Surging Participation and Demographic Shifts
The 2025 KCSE saw an impressive turnout, with a total of 993,226 candidates registering and sitting for the exams, a notable increase from the 962,512 participants in 2024.
This growth reflects expanding access to secondary education and heightened emphasis on completing schooling on schedule.
Breaking down the demographics, females slightly outnumbered males for the second year in a row, comprising 501,214 candidates or 50.46 percent of the total, while males accounted for 492,012 or 49.54 percent.
This subtle shift highlights ongoing efforts to promote gender equity in education, fostering a more balanced representation in national examinations.
Moreover, the cohort included a significant rise in younger candidates, with 26,391 students aged 16 years and below—a sharp jump from around 20,000 in the previous year.
This trend signals improved efficiency in the education pipeline, allowing more learners to advance through secondary school without unnecessary delays.
Such developments are particularly encouraging as Kenya navigates the CBC rollout, which prioritizes timely progression and skill-based learning over rote memorization.
Enhanced Overall Performance and Grade Distributions
The 2025 results revealed a heartening upward trajectory in academic performance, building on the foundations laid in prior years.
A standout achievement was the number of candidates attaining the coveted Grade A (plain), which rose to 1,932 or 0.19 percent of examinees, up from 1,693 or 0.18 percent in 2024.
This incremental gain at the pinnacle of excellence speaks volumes about the dedication of top-tier students and the supportive environments in leading institutions.
At the university entry threshold, 270,715 candidates secured C+ and above, equating to approximately 27.18 percent of the total—a commendable improvement from 246,391 or 25.53 percent the year before.
Broader pass rates also trended positively, with 507,131 candidates achieving C- and above (50.92 percent), compared to 476,889 or 49.41 percent in 2024.
Even at the foundational pass level of D+ and above, 634,082 students succeeded, representing 63.67 percent and surpassing the 605,774 or 62.76 percent from the prior cohort.
These figures collectively paint a picture of systemic enhancement, where more students are not only passing but excelling, paving the way for higher education and career opportunities.
Subject-wise, the performance exhibited a balanced yet varied landscape, with 17 subjects showing improvement—mirroring the 2024 pattern—while 11 subjects experienced declines, a marginal increase from the 10 in the previous year.
This mixed outcome invites reflection on curriculum strengths and areas needing reinforcement, especially as the CBC emphasizes practical competencies.
Gender Dynamics in Subject Mastery
Delving deeper into gender-specific trends, female candidates demonstrated superior performance in six key subjects: English, Kiswahili, Kenyan Sign Language, Home Science, Christian Religious Education, and Art & Design.
This dominance in language and creative disciplines underscores the unique strengths women bring to expressive and interpersonal fields, potentially influencing future educational policies to nurture these talents further.
Conversely, male candidates excelled in 11 subjects, including Mathematics A and B, Biology, Chemistry, History and Government, Geography, Islamic Religious Education, Building and Construction, and Business Studies.
These areas, often aligned with analytical and technical skills, highlight traditional gender inclinations but also point to opportunities for bridging gaps through targeted interventions.
Overall, this gender breakdown enriches the discourse on inclusive education, encouraging stakeholders to celebrate diverse achievements while addressing disparities.
Dominance of National Schools and Emerging Contenders
National schools once again asserted their leadership in producing elite performers, accounting for 1,526 of the total 1,932 Grade A (plain) scores nationwide.
Extra-County schools followed with 197 As, while private institutions contributed 185, underscoring the resource advantages enjoyed by these establishments.
However, a refreshing narrative emerged from sub-county schools, which surprisingly outperformed county schools in university qualifiers at C+ and above.
Public day schools, in particular, shone with around 72,000 candidates reaching this benchmark, demonstrating that quality education can thrive beyond elite settings through community-driven efforts and innovative teaching.
Among the top performers, Moi High School Kabarak in Nakuru County claimed the crown with an exceptional mean score of 10.599, often rounded to 10.6 or equivalent to an A- grade.
From approximately 406 to 450 candidates, the school produced 82 straight A (plain) grades, 150 A-minuses, 119 B-pluses, 43 Bs, nine B-minuses, and achieved near-100 percent university transition, with only one student falling below C+.
This record-breaking feat represents the institution’s pinnacle achievement, attributed to rigorous discipline and collaborative strategies.
Hot on its heels, Alliance High School in Kiambu County secured second place with a mean score of 10.4707.
Fielding 461 candidates, it boasted 128 A (plain) grades, 141 A-minuses, 92 B-pluses, 48 Bs, and 32 B-minuses. Its sister institution, Alliance Girls High School, also impressed with a mean score of 10.065, an improvement over the prior year, featuring 58 A (plain) grades, 179 A-minuses, and 149 B-pluses.
Other luminaries included Maryhill Girls’ High School in Kiambu County, achieving a mean score of 9.9008 from 665 candidates, with 64 A (plain) grades, 179 A-minuses, and 191 B-pluses.
Meru School followed closely with a mean score of 9.9743 (B+ equivalent), yielding 69 A (plain) grades, 136 A-minuses, and 153 B-pluses.
In the Nyanza region, Maranda High School led with a mean score of 10.2 and near-perfect university qualification rates, while Maseno School posted 9.8335 to 9.8, bolstering the area’s strong showing.
Rift Valley’s Kapsabet Boys maintained excellence around 9.9 to 10.0, and Nyanza’s Asumbi Girls and St Francis Rang’ala Girls recorded means of 9.7 and 9.6, respectively.
Regional Powerhouses and Broader Implications
Regionally, the Rift Valley region stood out, propelled by the stellar performances of Moi Kabarak and Kapsabet Boys, which exemplified the area’s investment in educational infrastructure.
Nyanza emerged as a formidable contender, with Maranda, Maseno, Asumbi, and Rang’ala driving high mean scores and university placements.
In Central and Mount Kenya areas, institutions like Alliance, Maryhill, and the rapidly ascending Nanyuki High—which set a new record with 55 As—illustrated substantial progress and competitive spirit.
Western Kenya celebrated successes from Bunyore Girls and Kamusinga, while Nairobi and Kiambu regions were illuminated by the Alliance duo and Maryhill.
These regional highlights reveal a national tapestry of excellence, where national schools’ resource edges are increasingly challenged by resilient sub-county and day schools, fostering a more equitable educational landscape.
Integrity, Policy Reforms, and Access to Results
Maintaining the integrity of the examinations, authorities cancelled results for 1,180 candidates due to irregularities—a reduction from previous years, indicating stricter monitoring and deterrence measures.
On the policy front, a significant reform streamlines certificate collection: candidates can now retrieve their documents directly from sub-county education offices, bypassing schools to eliminate delays caused by unpaid fees and ensuring equitable access.
For those eager to view their outcomes, results are accessible online via the official KNEC portal at results.knec.ac.ke, requiring only the index number and name. While SMS options may be limited this year, the digital platform offers a swift and reliable alternative.
In conclusion, the 2025 KCSE results embody a triumphant chapter in Kenyan education, with elevated performance metrics, gender-balanced achievements, and standout institutional successes signaling a bright future.
As the nation embraces the CBC, this cohort’s accomplishments serve as a beacon of hope and motivation.
Heartfelt congratulations to all candidates, educators, and families—their perseverance has truly paid off, inspiring the next generation to reach even greater heights. For personalized results and further details, visit the KNEC portal without delay.
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