• GPE partner since: 2005
  • Coordinating agency: Canada High Commission
  • GPE Secretariat Country Lead: Fazle Rabbani


Students go home after school. Nyeri Primary School, Nyeri County, Kenya. Credit: GPE/Kelley Lynch
July 19, 2018
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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:

  1. 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.
  2. A schooling system delivering the compulsory core curriculum in a safe environment in order to meet each individual’s academic, professional, and technical needs and national, social and economic goals.

  3. An integrated curriculum framework for basic education that:
    • 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.
  4. A structure of tertiary education that fosters academic quality, rigor, and research necessary for knowledge based society and expands the learning pathways for young people.

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.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2015-2019 88,400,000 51,588,802 IBRD
2005-2008 121,000,000 121,000,000 IBRD
Sector plan development 2013 250,000 248,350 IBRD
Program development 2014 293,488 291,074 IBRD
  TOTAL 209,943,488 173,128,226  


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 (%)

Domestic Financing

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 (%)


Student/Trained teacher ratio

Teachers Trained (%)

GPE in Kenya

School children ask to be chosen to answer a math question set by teacher Araba Hassan in class two at the Garissa Primary School, in Garissa, Kenya. Credit: UNICEF/KENA2011-00079/Nesbitt

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:

  1. 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.
  2. 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.
  1. 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.
  2. 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.

Source: World Bank project appraisal document, May 2015


The latest GPE-funded program has just started implementation and has contributed to the following results:

  • 1,280 participating schools have completed top two priorities in the School Improvement Plans,
  • 7,617,068 early grade math textbooks were distributed to schools,
  • 91,645 teachers have been trained in early grade math methodologies,
  • 13,580 classroom observations have been conducted,
  • 28,114 teachers have been appraised in the participating schools,
  • 4,000 participating schools have submitted satisfactory school improvement plans,
  • 3,654 participating schools have received annual school grant allocation,
  • 3,997 participating schools have been audited,
  • A national assessment (NASMLA) for Standard 3 students was conducted and report has been disseminated at the national level.

Source: World Bank Implementation Status and Results Report. November 2017

Last updated January 26, 2018