KNEC Four-Year KPSEA Data Identifies Kiswahili as Best-Performing Subject Under CBC.
The Kenya National Examinations Council (KNEC) has published four years of Kenya Primary School Education Assessment (KPSEA) statistics, covering 2022 to 2025. In the 2025 results, Kiswahili had the largest share of learners recorded as “Exceeding Expectation” among the subjects reported, at 32.36%.
KPSEA is administered to Grade 6 learners under Kenya’s Competency-Based Education (CBE) system. The figures show how many learners were assessed, how performance levels varied by subject, and how candidates were distributed across counties. They describe assessment outcomes; they do not, on their own, explain why learners performed at a particular level.
KPSEA candidate numbers, 2022–2025
The number of candidates rose from 1,188,850 in 2022 to 1,245,582 in 2023 and 1,314,181 in 2024. It then fell to 1,266,521 in 2025.
In each of the four years, male candidates slightly outnumbered female candidates. In 2025, 646,610 candidates were male and 619,911 were female.
These totals refer to learners assessed, not necessarily the full population of children in the relevant age group. They should therefore be read as KPSEA participation figures rather than as a direct measure of population growth.
Kiswahili leads on “Exceeding Expectation”
In KNEC’s 2025 subject table, 407,921 learners—32.36% of those assessed in Kiswahili—were placed in the “Exceeding Expectation” category. Agriculture followed, with 373,148 learners (29.60%). Home Science had 329,479 learners (26.14%), while Physical and Health Education (PHE) had 325,510 (25.82%).
This comparison is based on the share of learners in one performance category. It does not mean that every learner performed best in Kiswahili, nor does it show that Kiswahili had the highest result across every performance level.
Kiswahili also had 416,911 learners (33.07%) in the “Below Expectation” category. In Mathematics, 473,983 learners (37.57%) were below expectation—the highest number and proportion in that category among the subjects in KNEC’s table. Social Studies followed with 454,952 (36.08%), and English Language with 448,973 (35.57%).
The results are reported using four performance levels: “Exceeding Expectation,” “Meeting Expectation,” “Approaching Expectation” and “Below Expectation.” These are categories in the assessment report, not percentage marks or a simple ranking of individual learners.
County figures show differences in participation
Nairobi recorded the largest number of schools participating in KPSEA in 2025, with 1,965 public and private schools combined. Kitui had 1,486, followed by Machakos (1,209), Nakuru (1,186), Kakamega (1,149), Homa Bay (1,109) and Kiambu (1,103).
At the lower end, Lamu had 124 participating schools, Isiolo 150 and Samburu 189. These are school counts, not rankings of school quality or learner performance.
By candidate numbers, Nairobi had the largest county total, with 88,669 learners. Lamu had the smallest, with 4,369. County totals can help describe where candidates were assessed, but they do not establish why participation differs between counties.
What the results mean for learners and schools
KPSEA performance reports provide information about learners’ progress within the CBE framework. A subject-level summary can highlight areas for closer attention, but it cannot diagnose the cause of a learner’s result or replace classroom assessment and individual support.
Teachers and school leaders can use the reports alongside their own assessment evidence to identify learning areas that may need reinforcement. Parents can discuss a learner’s specific feedback with the school rather than drawing conclusions from national or county totals alone.
KPSEA is taken at the end of Grade 6. Under the assessment framework, its results are intended to support monitoring and feedback, rather than determine placement in junior school. This is distinct from later assessments and placement processes for progression to senior school.
Parents’ role in understanding KPSEA
Parents need clear information about what the CBE performance levels mean and how to interpret an individual learner’s report. The National Parents Association has called for parents to be informed and engaged in the education system.
KNEC Chief Executive Officer David Njengere has also emphasized the use of assessment information to monitor learner progress. For an individual learner, the most useful next step is to review the report with the teacher and agree on any support needed.
KNEC Four-Year KPSEA Data Identifies Kiswahili as Best-Performing Subject Under CBC.