Assessment of School Based Risk of Placing Learners in the Incorrect Pathways in Kenyan Senior Schools

The assessment of school-based risks in placing learners in incorrect pathways in Kenyan senior schools is a critical area of study, as it directly influences students' academic trajectories and future career opportunities. This research utilized desk research and insights from the researcher to explore the factors contributing to the incorrect placement of learners in academic pathways, and the potential long-term consequences. Desk research involved reviewing relevant academic literature, educational policies, and existing studies on student pathway allocation and outcomes in the Kenyan education system. The study identified systemic issues, including inadequate career guidance, the influence of teacher biases, limited infrastructure and access to resources, and government policy in determining students' future choices. The researcher also integrated qualitative insights, gathered through interviews with head teachers, teachers and parents, to provide a nuanced understanding of the local educational environment. Findings suggested that misplacement is often caused by a lack of personalized counseling, peer and societal pressures, shortage of teachers, inadequate infrastructure and resources and an overemphasis on exam results rather than students' aptitudes and interests. The paper recommends targeted interventions such as enhancing career counseling, expanding vocational training pathways, provision of infrastructure and adequate resources, use of formative assessment, use of teaching and learning technology and adopting a more flexible approach to subject selection that better aligns with learners' skills, interest and aspirations. This research highlights the need for a holistic approach to pathway selection in Kenyan senior schools to mitigate the risks of incorrect placement and ensure more equitable educational outcomes. Keywords: School-based risks, Academic pathways, Senior schools DOI: 10.7176/JEP/16-4-06 Publication date: April 30th 2025