A new report on education in Kenya has raised alarm over serious infrastructure gaps, teacher shortages, and limited ICT access in Kenyan schools, painting a troubling picture of the country’s learning environment.
The report, jointly released by Zizi Afrique Foundation and Usawa Agenda, points to overcrowded toilets, lack of science labs, understaffed classrooms, and poor digital readiness as key obstacles slowing education progress despite ongoing reforms and increased investment in the sector.
Alongside these factors, the report also identifies capitation for public schools as a major drawback to delivering effective education outcomes.
The report established that Kenya has a significant staffing shortage of approximately 100,000 teachers across all learning institutions from Primary and Junior schools, Secondary schools and Teacher Training Colleges countrywide.
It states that there are existing infrastructure gaps in Kenyan schools with more than twice the recommended number of learners using one toilet, across rural, urban, public, private institutions.
The national average is 66boys:1 and 62girls:1 washroom while there commended ratio by the Ministry of Education is 30 boys:1 washroom and 25girls:1 washroom.
“In terms of infrastructure, we have basic Water, Sanitation, and Hygiene (WASH) needs, and emerging needs arising from the new learning areas under the CBE curriculum that necessitates laboratories, technology access and digital literacy for both our leaners and teachers,” John Mugo, CEO, Zizi Afrique Foundation stated during the launch.
When it comes to technical and Vocational Training Colleges, the steady increase in budgetary expenditures over the last years(KES 14.2 billion in 2023/24) has led to a growth in institutions reflected by a 35.7% increase between 2018/19 and 2022/23.
The colleges, nonetheless, suffer from a deficit of personnel (9,121 trainers), buildings, training apparatus, ICT integration, capitation, and scholarships.
The report notes that from an Early Childhood Development Education (ECDE) perspective this is a devolved function to the county governments, with the national government providing policy, curriculum, and strategic support.
An increase of 5% in enrolment between 2018 and 2021, informed by the increase in ECDE centers countrywide from FY 2022/23: 46,623 (31,757 public, 14,866 private) to FY 2023/24: 47,666 (32,461 public, 15,205 private), however this is against a backdrop of teacher reduction from 92,359 (2019) to 69,561 (2022).
“While the increase in early childhood development education is positive, the devolvement of this function to the county governments means a lack of standardization in the quality and access to early childhood education across the country.”
“Our research shows that children out of ECDE going age that are out of school in Mandera is 51.4% and Marsabit 33.3%, which is the lowest access, while Kisumu is 1.3% and Nakuru is 1.8%, the highest access.” Said Dr. Emmanuel Manyasa, Executive Director, Usawa Agenda.
An assessment of primary schools indicates low inequitable learning outcomes with findings indicating that only 4 in 10 Grade 4 learners could read & comprehend a Grade 3-level English story.
Learners in Arid and Semi-Arid Lands (ASAL) & rural areas underperform those in non-ASAL & urban areas, case in point is North Eastern region where only 2 in 10 grade 4 learners could read & comprehend a Grade 3-level English story.
In realization of the need to have a skilled digital workforce, the Competency-Based Education (CBE) has included digital literacy and coding in elementary school.
In view of these changes, teachers should be adequately prepared with knowledge, skills, and attitudes to effectively teach these new technologies.
As of December 2024, only 21% of teachers in public junior secondary schools had been trained in STEM subjects, while 35% of the schools had no STEM teacher at all.
Additionally, just 48% of learners in public junior schools had access to laboratory facilities. This made Teachers Service Commission to recruit new teachers in January 2025, prioritizing those with STEM expertise.
The report emphasizes the need for a strong collaboration framework that allows communities, the private sector, development partners, civil society, and other stakeholders to support the resourcing and management of public education in Kenya.
