A key element of GPE 2025 is the development of a Partnership Compact, which articulates how the government intends to work together with partners on its priority reform.
The compact also serves as the basis for determining GPE grant resources by partners and mobilizing additional resources. Kenya is the first partner country to complete its compact – a milestone for both Kenya and GPE.
The government and its partners are in consensus that to achieve improved learning outcomes, they need to pursue the following broad outcomes:
- Enhancing quality teaching and learning, and pre-primary education through enhancing implementation of competency-based curriculum and competency-based assessment, improving literacy and numeracy in early years, teacher proficiency and reforming teacher education.
- Achieving gender parity in education through a multi-sectoral and multi-agency approach to, among others, support implementation of re-entry guidelines and enhanced health and psychosocial programs to ensure the well-being of learners.
- Enhancing access to education to mitigate against regional and gender disparities at early learning (preprimary) and constrained access at primary and secondary school levels.
- Enhancing equity and inclusion in education by emphasizing on reaching the most marginalized to ensure that education is accessible to all. This will be done through improvement of infrastructure for provision of quality education in lagging counties, scholarships for needy learners, gender responsive pedagogies, and redeployment and redistribution of teachers.
- Strengthening system capacity to support the reform interventions, including supporting institutionalization of the use of data to inform decision-making, and strengthening system coordination at all levels.
The context shaping the priority reform
Kenya – a GPE partner country since 2005 – has made significant progress in expanding access to education and improving learning outcomes. Despite these interventions, there are persistent challenges including, regional disparities in access, transition, completion, and learning outcomes.
The realization of gender equality and equity remains a challenge in some regions, with the greatest gaps observed among children with special needs and disabilities.
Furthermore, the COVID-19 pandemic disrupted learning in 2020 and early 2021 and reversed the progress made in improving access and general learning outcomes.
While acknowledging these challenges, Kenya remains committed to its quest to attain upper-middle-income country status by 2030 and emphasizes the vital role education plays in achieving this vision.
GPE-supported grants in Kenya have achieved substantial results so far, which include one set of textbooks for each child, effective school grants, rollout of early childhood education, and an advanced data system.
In addition, the government of Kenya initiated curriculum reforms resulting in the roll out of the competency-based curriculum, which is currently in progress.