Broken Promises, Strained Schools: What KShs. 117 Billion in Underfunding Means for Kenya’s Public Education
Category: Education
By: Jairus Kedogo, Oscar Ochieng,
They say that education is an equal opportunity to people to show how unequal they are. This maxim aligns well with the global educational aspiration as encapsulated in SDG 4, to which Kenya is signatory: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. However, this is not the case in Kenya as students in public schools are being denied access to quality education as set out in the UN Sustainable Development Goal 4 and as per the overall education goal of Vision 2030 in which education is considered as one of the main enablers of national development.
While there has been overwhelming increase in the rate of enrolment over the years, quality has been compromised on the other hand. Being able to read, write and understand written or spoken language is a cornerstone of educational achievement. Yet, for many children across the country, acquiring basic literacy skills is a major challenge. A report conducted by USAWA Agenda in 2023 found out that majority of pupils’ progress through the education system without sufficiently mastering essential numeracy skills. For example, is stated that only 3 out of 10 grade 3 pupils could do grade 2 work.
Despite the government’s efforts to support education, the funding allocated to public schools is often insufficient. For instance, in the FY 2025/26 the sector received the lions share of the budgetary allocation of Kshs. 702 Billion. However, the capitation is not adequate enough to cover operational costs of the schools leading shortages of essential resources such as teaching materials and dilapidated infrastructure. There are primary schools in the republic where children have to learn in unfavourable settings like under trees.
The Office of the Auditor-General’s report released on 15th July 2025 exposed major gaps and irregularities in the disbursement of capitation funds to public schools – including payments to ghost and defunct institutions leading to a staggering KShs. 117 billion shortfalls in funding over the past four financial years. Secondary schools have borne the brunt of the shortfall with Kshs. 71 Billion, Junior Secondary School (JSS), a cornerstone of the ongoing Competency-Based Curriculum (CBC) rollout follow at Kshs. 31 Billion and primary schools have experienced a deficit of Kshs. 14 Billion. This gap is not merely statistical discrepancy but it presents a real-life strain on infrastructure, school feeding programs, teacher morale and preparedness, a lack of individualised attention from teachers, inadequate learning resources and quality learning for millions of students.
The Medium Term Expenditure Framework 2024/25 – 2026/27 Education Sector report (page 4) states that the sector has consistently received less funding than required, resulting in persistent resource gaps. For the 2024/25, 2025/26, and 2026/27 financial years, the education sector required Ksh. 959 Billion, Ksh. 1 Trillion, Kshs. 1.1 Trillion respectively, but was allocated Ksh. 627 Billion, Ksh. 702. Billion, Ksh. 759 Billion, leading to significant funding shortfalls.
Underfunding has meant that public schools across the country will be unable to keep up with the growing demand and rapidly increasing enrolment. Many schools are overstretched and operating beyond their carrying capacity. For example, Langata West Primary School which was originally built in 1972 with an initial capacity of 500 learners, but now accommodates 1,899 learners yet its infrastructure has not kept pace. Like many others, it has only one science laboratory, one computer laboratory, and either one or no library at all.
In addition, availability of essential facilities such as clean water and proper sanitation remains a significant concern. The net effect is overcrowded classrooms where teachers struggle to deliver the CBC effectively, learners failing to achieve basic literacy and numeracy skills by the time they complete their school.
School feeding programmes, especially in Arid and Semi-Arid regions (ASALs) and informal settlements are essential for learner attendance and retention and will benefit 2.8 million learners in the 2025/26 financial year. However, the capitation gap has left many schools unable to sustain these programs. In 2025/26 financial year, the school feeding program was allocated Kshs. 3 Billion from Kshs. 3.6 billion in financial year 2024/25. This means that every child who lives in ASALs would be entitled to an allocation Kshs. 1,200 for the financial year 2024/25, this has gone down, now every child in those areas will get only Kshs. 1,066. This may mean fewer schools will be able to offer lunch to students.
While significant progress has been made in increasing access to education, the KSh. 117 billion funding gap is more than just a number. It reflects ongoing challenges in teacher quality, infrastructure, learning resources, and equity factors that continue to hinder the goal of achieving quality education for all. Education is the key to unlocking Kenya’s potential, and a strong foundation in primary education is essential to building a prosperous future. Children should not go to school merely out of routine or to complete a cycle, but to truly learn, read, and thrive.
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Broken Promises, Strained Schools: What KShs. 117 Billion in Underfunding Means for Kenya’s Public Education
| Post date: Wed, Jul 23, 2025 |
| Category: Education |
| By: Jairus Kedogo, Oscar Ochieng, |
They say that education is an equal opportunity to people to show how unequal they are. This maxim aligns well with the global educational aspiration as encapsulated in SDG 4, to which Kenya is signatory: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. However, this is not the case in Kenya as students in public schools are being denied access to quality education as set out in the UN Sustainable Development Goal 4 and as per the overall education goal of Vision 2030 in which education is considered as one of the main enablers of national development.
While there has been overwhelming increase in the rate of enrolment over the years, quality has been compromised on the other hand. Being able to read, write and understand written or spoken language is a cornerstone of educational achievement. Yet, for many children across the country, acquiring basic literacy skills is a major challenge. A report conducted by USAWA Agenda in 2023 found out that majority of pupils’ progress through the education system without sufficiently mastering essential numeracy skills. For example, is stated that only 3 out of 10 grade 3 pupils could do grade 2 work.
Despite the government’s efforts to support education, the funding allocated to public schools is often insufficient. For instance, in the FY 2025/26 the sector received the lions share of the budgetary allocation of Kshs. 702 Billion. However, the capitation is not adequate enough to cover operational costs of the schools leading shortages of essential resources such as teaching materials and dilapidated infrastructure. There are primary schools in the republic where children have to learn in unfavourable settings like under trees.
The Office of the Auditor-General’s report released on 15th July 2025 exposed major gaps and irregularities in the disbursement of capitation funds to public schools – including payments to ghost and defunct institutions leading to a staggering KShs. 117 billion shortfalls in funding over the past four financial years. Secondary schools have borne the brunt of the shortfall with Kshs. 71 Billion, Junior Secondary School (JSS), a cornerstone of the ongoing Competency-Based Curriculum (CBC) rollout follow at Kshs. 31 Billion and primary schools have experienced a deficit of Kshs. 14 Billion. This gap is not merely statistical discrepancy but it presents a real-life strain on infrastructure, school feeding programs, teacher morale and preparedness, a lack of individualised attention from teachers, inadequate learning resources and quality learning for millions of students.
The Medium Term Expenditure Framework 2024/25 – 2026/27 Education Sector report (page 4) states that the sector has consistently received less funding than required, resulting in persistent resource gaps. For the 2024/25, 2025/26, and 2026/27 financial years, the education sector required Ksh. 959 Billion, Ksh. 1 Trillion, Kshs. 1.1 Trillion respectively, but was allocated Ksh. 627 Billion, Ksh. 702. Billion, Ksh. 759 Billion, leading to significant funding shortfalls.
Underfunding has meant that public schools across the country will be unable to keep up with the growing demand and rapidly increasing enrolment. Many schools are overstretched and operating beyond their carrying capacity. For example, Langata West Primary School which was originally built in 1972 with an initial capacity of 500 learners, but now accommodates 1,899 learners yet its infrastructure has not kept pace. Like many others, it has only one science laboratory, one computer laboratory, and either one or no library at all.
In addition, availability of essential facilities such as clean water and proper sanitation remains a significant concern. The net effect is overcrowded classrooms where teachers struggle to deliver the CBC effectively, learners failing to achieve basic literacy and numeracy skills by the time they complete their school.
School feeding programmes, especially in Arid and Semi-Arid regions (ASALs) and informal settlements are essential for learner attendance and retention and will benefit 2.8 million learners in the 2025/26 financial year. However, the capitation gap has left many schools unable to sustain these programs. In 2025/26 financial year, the school feeding program was allocated Kshs. 3 Billion from Kshs. 3.6 billion in financial year 2024/25. This means that every child who lives in ASALs would be entitled to an allocation Kshs. 1,200 for the financial year 2024/25, this has gone down, now every child in those areas will get only Kshs. 1,066. This may mean fewer schools will be able to offer lunch to students.
While significant progress has been made in increasing access to education, the KSh. 117 billion funding gap is more than just a number. It reflects ongoing challenges in teacher quality, infrastructure, learning resources, and equity factors that continue to hinder the goal of achieving quality education for all. Education is the key to unlocking Kenya’s potential, and a strong foundation in primary education is essential to building a prosperous future. Children should not go to school merely out of routine or to complete a cycle, but to truly learn, read, and thrive.
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