State of education in a crisis, a new report finds
A new report by Zizi Afrique Foundation and Usawa Agenda has revealed glaring gaps in Kenya’s education system. Inadequate staffing, poor infrastructure, and limited access to ICT and science facilities are key barriers to educational development across the country.
Launched in Nairobi today, the State of Education in Kenya report presents a concerning picture of inequality in learning outcomes, under-resourced institutions, and systemic challenges that undermine the delivery of quality education, particularly in public schools.
According to the findings, Kenya faces a massive staffing shortage of over 100,000 teachers. Additionally, in primary, junior secondary, secondary schools, and teacher training colleges. The teacher-to-school ratio varies dramatically, with some schools having as few as one teacher and others up to 12. Therefore, highlighting deep disparities in deployment by the Teachers Service Commission (TSC).
Infrastructure gaps also remain a pressing concern. Nationally, the average pupil-to-toilet ratio is 66 boys to one toilet and 62 girls to one toilet, far exceeding the Ministry of Education’s recommended 30:1 for boys and 25:1 for girls. This strain on Water, Sanitation and Hygiene (WASH) facilities continues to affect learning environments, particularly in rural and urban public schools.
“Beyond classrooms, learners need laboratories, digital devices, and access to water and sanitation. The new Competency-Based Education curriculum demands modern infrastructure and skilled teachers to prepare learners for a digital future,” said Dr. John Mugo, CEO of Zizi Afrique Foundation.
Poor Learning Outcomes and Literacy Gaps
The report also uncovered low literacy levels and significant disparities in learning outcomes. Nationally, only 4 in 10 Grade 4 learners can read and comprehend a Grade 3-level English story, while 3 in 10 Grade 6 learners fail to meet the same benchmark, in arid and semi-arid regions, including North Eastern Kenya. Literacy outcomes are even worse, with only 2 in 10 Grade 4 learners able to meet the Grade 3-level standard.
“We are witnessing deep-rooted regional inequalities that must be addressed urgently. Access to quality education should not depend on geography,” stated Dr. Emmanuel Manyasa, Executive Director of Usawa Agenda.
Early Childhood and TVET Sector Struggling Too
The report notes a modest 5 percent increase in enrolment in Early Childhood Development Education (ECDE) between 2018 and 2021. However, this progress is offset by a decline in the number of ECDE teachers. The number dropped from 92,359 in 2019 to 69,561 in 2022. The decentralisation of ECDE to county governments has resulted in varied standards and access across the country.
“Access to ECDE is lowest in Mandera (51.4%) and Marsabit (33.3%), while counties like Kisumu (1.3%) and Nakuru (1.8%) show better performance. This disparity underscores the need for harmonised policy implementation at the county level,” added Dr. Manyasa.
In the Technical and Vocational Education and Training (TVET) sector, a 35.7% growth in institutions from 2018/19 to 2022/23 has not been matched by staffing or infrastructure. The education sector currently has a shortfall of 9,121 trainers. Issues of inadequate training equipment, digital access, and low scholarship uptake persist.
STEM and Digital Skills Lagging
As Kenya transitions into digital learning through the CBE curriculum, the report highlights an alarming skills gap among teachers. As of December 2024, only 21% of public junior school teachers were trained in STEM subjects. 35% of schools lacked even a single STEM teacher. Additionally, only 48% of junior school learners had access to laboratories.
Recognising the urgency, the TSC began hiring new teachers with a focus on STEM in January 2025. However, the report calls for more comprehensive investments in teacher training, technology, and infrastructure to meet the demands of the digital economy.
Call for Collaborative Action
The report calls for robust collaboration among government, communities, the private sector, development partners, and civil society to improve education financing, teacher development, digital inclusion, and infrastructure upgrades.
“This is not a problem that the Ministry of Education can solve alone. We need all hands on deck to build an equitable, inclusive, and future-ready education system,” said Dr. Mugo.
