In a recent article published in Education News, Kennedy Buhere asserts that it is not abnormal for students to score Es in national exams. Buhere was doing a rebuttal to my earlier article in which I had registered shock about the 160 students in national schools who had scored grade Es in the last KCSE examinations. While the article acknowledges challenges such as individual student difficulties and disparities in early education, the argument ultimately falls short in addressing the deeper systemic issues affecting Kenya’s education sector. Accepting failure as “not abnormal” in institutions that are meant to produce the country’s top scholars is not just problematic—it sets a dangerous precedent that undermines the very essence of academic excellence and accountability.
When a national school student scores an E, it raises fundamental concerns about the role and effectiveness of such institutions. National schools are well-resourced, admit the top-performing students from primary school, and enjoy access to some of the best teaching staff in the country. If students in these elite institutions are failing, then the rest of the schools are justified in whatever grades they get. To whom much is given, much is expected. These schools have no justification for producing grade Es, as they are designed to nurture academic excellence. Their primary function is to elevate students to their highest potential, not to normalize poor performance.
The idea that scoring an E is a normal occurrence in such institutions raises critical concerns about accountability, the quality of teaching, and the adequacy of student support systems. If national schools are failing to maintain high academic standards, then the discussion should not be about whether scoring an E is acceptable but rather why these prestigious institutions are struggling to ensure that their students succeed.
One of the key arguments in Buhere’s article is that some students enter national schools with weak foundational knowledge, making it difficult for them to perform well. While it is true that disparities exist in Kenya’s primary education system, this argument ignores an important reality: national schools should be equipped to bridge these gaps.
Role of school
The role of a school is not merely to accept students as they are but to nurture and guide them toward their highest potential. If a student has learning gaps from their early education, it is the school’s responsibility to address these weaknesses through remedial programs, mentorship, and targeted interventions.
Many education systems around the world have demonstrated that students from disadvantaged backgrounds can thrive when given the right academic support. Schools in countries such as Singapore and Finland have effective intervention strategies that ensure struggling students receive additional tutoring, personalized learning plans, and mentorship to help them improve.

If national schools in Kenya are unable to provide similar support, then the problem lies with the institutions and their approach to education, not with the students. Instead of using early education disparities as an excuse for failure, national schools should be proactive in equipping students with the skills and knowledge needed to succeed.
Buhere also attributes poor student performance to a lack of motivation. However, this view fails to recognize the role of teachers, school leadership, and the education system in fostering student engagement. Student motivation is not an inherent trait but a product of the learning environment. Schools that cultivate curiosity set high expectations, and provide mentorship create students who are driven to excel. A national school should not merely observe student motivation levels but should actively work to inspire and support students in their academic journey.

Institutions can achieve this by implementing mentorship programs, exposing students to successful alumni, and improving teacher-student interactions. If students are demotivated, the education system must ask itself why. A failure to engage students is not the students’ fault alone—it is an institutional failure. Accepting demotivation as a reason for poor performance is a dangerous mindset that enables complacency and weakens the academic culture in these schools. National schools should take responsibility for ensuring that students are motivated and equipped with the tools they need to excel.
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In globally competitive education systems, scoring the lowest possible grade in a national examination is considered a major red flag that prompts immediate corrective measures. In countries with rigorous education standards, poor performance is not brushed off as normal—it is analyzed, addressed, and improved upon. Education systems such as those in Finland and Singapore invest heavily in personalized learning, additional tutoring, and student support programs to ensure that no student is left behind. National schools in Kenya, with all their resources and prestige, should be striving toward such excellence rather than resigning themselves to the idea that failure is inevitable.

Beyond the academic consequences, normalizing failure has a profound psychological impact on students, parents, and teachers. If failure is accepted as part of the system, students may feel less compelled to strive for excellence, teachers may become complacent, and parents may lower their expectations. This downward spiral erodes the value of education and weakens the country’s human capital. The normalization of failure creates a cycle of underachievement that ultimately harms not just individual students but the nation as a whole.
Rather than accepting poor performance as a norm, Kenya’s education system should focus on identifying and addressing the root causes of failure. Schools should establish strong student mentorship programs, encourage parental involvement, and hold teachers accountable for ensuring that every student receives quality instruction. The responsibility of a national school is not just to teach but to inspire, guide, and uplift students toward academic success.
Challenges
The argument that students face different challenges and backgrounds is valid, but these challenges should not be an excuse for failure. National schools exist to provide students with opportunities to overcome obstacles, not to reinforce them. With the right strategies, students who face academic difficulties can still excel. Schools should focus on creating a culture of resilience, hard work, and perseverance rather than resigning themselves to the idea that some students are simply destined to fail.
Kenya’s national schools must embrace their role as institutions of excellence by prioritizing quality education, targeted interventions, and student motivation strategies. Failure should never be normalized, especially in institutions that are meant to be beacons of academic success. Instead of accepting grade Es as inevitable, schools should analyze the root causes of poor performance and implement solutions that ensure every student has the opportunity to succeed. The future of Kenya’s education system depends on a commitment to excellence, accountability, and a refusal to accept failure as the norm.
By Kamomonti wa Kiambati
Kamomonti teaches English and Literature in Gatundu North Sub County.
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