Education in Kenya
The government of Kenya recognizes education as the primary means of sustainable economic development, social mobility, national cohesion, and social development. This has led to the implementation of programs that rapidly expanded the education sector.
Challenges and gaps in the education sector include lack of comprehensive strategies for teacher development and provision of holistic early childhood care and education. Ineffective and uncoordinated monitoring and evaluation of education outcomes and programs has exacerbated weaknesses.
The National Education Sector Plan 2013-2018 (NESP) aims to meet four goals:
- An education administration structure that:
- provides equitable access to education for all children,
- enables central, county, and local authorities and schools access to information,
- has agencies and processes in place to provide quality assurance of learning.
- enables creativity, practicability, and productivity
- is based on pedagogies that stimulate intellectual and practical qualities of all learners,
- supports a culture of democracy, tolerance, social, and environmental awareness.
The NESP outlines six priority areas for grouping programs and activities to meet these goals. These priority areas are: education sector governance and accountability, access to free and compulsory basic education, education quality, equity and inclusion, relevance, and social competencies and values.
All amounts are in US dollars.
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Primary Gross Enrollment Rate (%)
Primary Completion Rate (%)
Lower Secondary Completion Rate (%)
Out-of-school Children Rate (%)
Public Expenditure on Education as Share of GDP (%)
Public Expenditure on Education as a Share of Public Expenditure (%)
Public Expenditure on Primary as a Share of Total Education Expenditure (%)
Teachers Trained (%)
GPE in Kenya
The second GPE-funded program in Kenya is supporting the provision of basic education and improvements in the quality of education.
The four components of the grant are:
- Improve early grade mathematics competencies through supporting the scaling up of piloted methodology, increasing teacher competencies, providing adequate classroom instruction materials, and enhancing teacher pedagogical supervision.
- Support strengthening of school management and accountability through a pilot involving school analysis, appraisal of teacher competencies, capacity building for school improvement planning and school audits, and monitoring results.
- Build capacity for evidence-based policy development at national level through strengthening data collection and availability, enhancing the monitoring of student learning achievements, and enhancing capacity to develop policies at the national level.
- Support project coordination, communication, and result monitoring and evaluation.
The Ministry of Education, Science, and Technology leads the program with the World Bank as grant agent and the Canada High Commission as the coordinating agency.
The latest GPE-funded program has just started implementation and has contributed to the following results:
- 2,337,474 early grade math textbooks distributed to schools
- EMIS data for primary education has been published for 2016
- 120 teachers have been trained in teaching early grade math
- Selecting 4,000 schools to participate in a pilot program to improve school performance through school improvement plans
The first GPE-funded program contributed to significant results in the education sector, including:
- Increasing the transition rate to secondary education from 54% in 2005 to 67% in 2009.
- Supporting the development of strategies for secondary education, technical, industrial, vocational education and training, and university education.
- Decreasing the student-textbook ratio in English, math, and science in upper primary from 3:1 to 2:1.
- Lowering the percentage of classrooms with more than 50 students from 60% of public primary classes to 40%.