Tag Archives: education

Decoding Elimu Thabiti: Is Kenya’s Education Truly Improved?

Posted on by

In April 2025, the Kenyan government did what governments often do when the heat rises — it rebranded. Out went the Competency-Based Curriculum (CBC), in came Competency-Based Education (CBE), now dubbed Elimu Thabiti — “Stable Education.” On the surface, it looked like a smart communications reset: streamline the curriculum, simplify delivery, calm public fears, and signal that Kenya’s education reform is finally maturing. But under the hood, the same unresolved problems are festering — and threatening to derail the system again. A new name hasn’t solved the deep cracks in Kenya’s education foundation: from underfunded schools and frustrated teachers, to digital inequalities and mismanaged infrastructure. The education sector is being reshaped with bold promises — but very few of the tools needed to make those promises real.

A Report by TV47 Kenya

Let’s talk numbers. While the Teachers Service Commission boasts about retooling 291,000 educators, independent research in 2025 shows two-thirds of teachers say they haven’t been adequately trained for CBE. Many still rely on the old 8-4-4 methods. Worse, over 343,000 trained teachers remain jobless while schools face a 72,000-strong staff shortage in Junior Secondary School alone. Promotion pathways are clogged, hardship allowances may be cut, and morale is low. Now layer that on top of infrastructure demands: the new “pathway model” for senior schools, launching fully in 2026, demands schools be categorized as “Triple Pathway” or “Double Pathway” — meaning massive upgrades to labs, sports halls, art studios, and digital infrastructure. And while the government talks about progress, the Auditor-General is flagging KSh 6 billion in irregular spending from previous education projects. What’s the point of planning a digital classroom if half the schools don’t even have functioning toilets?

And here’s the financial kicker: schools are still owed over KSh 64 billion in capitation arrears. As of May 2025, the promised Sh21 billion had yet to arrive. Headteachers are being fined Sh500 per project for late CBC/KJSEA submissions — even though many schools have no internet access or computers to begin with. Meanwhile, a flashy new KEAC Bill proposes AI exam grading and electronic assessment. Great on paper, but in classrooms across ASAL regions, basic digital literacy is still below 50%. While Finland’s President arrives with hope and MoUs to support Kenyan education, the shadow of the Uasin Gishu scholarship scandal still looms large. Education reform can’t run on optics alone. Kenya doesn’t need another slogan. It needs teachers who are paid and trained, capitation that arrives on time, classrooms that work — and honesty about just how deep the overhaul must go. If Elimu Thabiti is going to be more than a PR stunt, it has to fix the pipes — not just polish the tap.

References:

The Star MPs Raise Concern Over Zero Budget Allocation for KCSE, JSS Exams

The Eastleigh Voice Budget cuts jeopardise education for millions as key programmes struggle with shortfalls

The Eastleigh Voice CS Mbadi: KCSE funds frozen over misuse, but parents won’t pay

KBC Kenya, Finland sign deals to boost ties in peace, education

The Standard Kenya and Finland forge strategic partnership


Reinstating Mathematics in Kenya’s CBC: A Necessary Shift

Posted on by

In March 2025, we examined the rising concerns over Kenya’s Competency-Based Curriculum (CBC) rollout, where critics warned that critical academic foundations were being neglected in the rush toward specialization as discussed here. Chief among these concerns was the controversial proposal to make mathematics optional for students in the Arts & Sports Science and Social Sciences pathways at the senior secondary school level. Many stakeholders — including professional bodies, educators, and parent associations — argued that removing compulsory mathematics risked undermining students’ critical thinking, problem-solving ability, and future career flexibility. The fears were compounded by Kenya’s broader ambitions to remain competitive in a global economy increasingly shaped by STEM skills and data-driven professions. As the CBC pathways were being finalized for the Grade 10 transition starting in 2026, it became clear that significant gaps remained between the curriculum’s vision and its practical implications. It is against this backdrop that, in April 2025, the Ministry of Education announced a major policy reversal: mathematics would once again be mandatory across all senior secondary school pathways, not just for STEM students. This reinstatement signals an important shift toward reinforcing core competencies while still pursuing specialization — a recognition that a solid academic base is essential for building adaptable, future-ready graduates.

A Report by KTN News Kenya

The decision to reverse course on mathematics came after intense, organized advocacy by various stakeholder groups who viewed the optionalization of math as a dangerous policy misstep. Organizations such as the Institution of Engineers of Kenya (IEK), the Kenya Union of Post-Primary Education Teachers (KUPPET), and the Architectural Association of Kenya (AAK) were among the most vocal opponents. They collectively warned that sidelining mathematics would erode essential competencies needed across all fields, not just technical ones. Their arguments framed mathematics as the “language” underpinning modern engineering, architecture, finance, digital technology, and even the creative industries — emphasizing that basic numeracy is now a universal life skill, not a niche technical ability. During the national dialogues on CBC reforms, a strong consensus emerged that foundational subjects like mathematics cannot be optional in a 21st-century education system. CS Julius Ogamba acknowledged the impact of this feedback during the announcement, positioning the Ministry’s U-turn as evidence of a responsive government willing to adjust policy based on real-world insights. However, this shift, while welcome, also highlights earlier weaknesses in CBC policy design — suggesting that insufficient consultation with key professional sectors had left the initial plans vulnerable to critical gaps. It also underlines a broader tension within the CBC framework: the challenge of balancing meaningful specialization with maintaining a strong, common academic foundation across diverse student pathways.

To operationalize the reinstated mathematics requirement, the Ministry of Education — in collaboration with the Kenya Institute of Curriculum Development (KICD) — has adopted a differentiated model. Students following the STEM pathway will study “pure mathematics,” covering advanced concepts necessary for science and technology careers. Meanwhile, those pursuing Arts & Sports Science and Social Sciences will engage with a “simplified” or “foundational” version of mathematics aimed at building essential problem-solving and numeracy skills relevant to their fields. While this solution addresses stakeholder demands for universal mathematical literacy, it simultaneously introduces a new layer of complexity into an already strained CBC implementation process. The development of two distinct mathematics curricula will require extensive work by KICD to ensure each pathway remains rigorous and coherent. Additionally, the Teachers Service Commission (TSC) must ensure that sufficient numbers of teachers are trained and deployed to deliver differentiated mathematics instruction effectively — a tall order given existing shortages and capacity constraints highlighted in previous CBC evaluations. Schools will also need updated materials, tailored assessments from KNEC, and sufficient infrastructure to handle new teaching demands. In short, while reinstating compulsory mathematics is a vital corrective step, it magnifies the resource, training, and logistical challenges already dogging CBC’s transition. It also reinforces a broader lesson for education reform: that protecting foundational skills must remain central, even as systems innovate and specialize for a changing world.

References:

All Africa Kenya: Mathematics to Remain Compulsory in Primary and Secondary Schools

The Eastleigh Voice State makes Math mandatory for all CBC senior school learners after public outcry

The Standard Maths no longer compulsory as CBC pioneers set to pick careers

The Standard Stakeholders raise concerns over Math specialisation at Senior Schools

Capital News Mathematics to remain compulsory in primary and Secondary Schools

Jijuze Concerns Over Kenya’s Competency-Based Curriculum Implementation

2024 KCSE Certificates Release: Urgent Action Required

Posted on by

The Ministry of Education has announced the release of 2024 KCSE certificates, kicking off the week of April 27, 2025, a deadline that couldn’t come at a more critical time. Education CS Julius Ogamba has pressed students and guardians to pick up certificates urgently, warning that the Kenya Universities and Colleges Central Placement Service (KUCCPS) portal closes on April 30. With over 962,000 candidates having sat the exams and only 246,391 securing the minimum C+ grade needed for university admission, timely collection is non-negotiable for those hoping to lock in their higher education spots. Yet, this milestone is clouded by a stubborn and illegal practice: the continued withholding of certificates by school principals chasing unpaid fees, despite the Kenya National Examinations Council (KNEC) Act of 2012 outlawing the behavior. Top education leaders, including PS Julius Bitok and Government Spokesperson Isaac Mwaura, have slammed the practice as a violation of students’ rights, but many principals remain defiant. PS Bitok has now issued a blunt circular demanding immediate certificate release and compliance reporting within 14 days, reflecting the Ministry’s boiling frustration with rogue school heads who continue to treat legal orders as suggestions.

A Report by Kisii TV

Fed up with defiance, the Ministry is now raising the stakes, moving from warnings to hard action. CS Ogamba has made it plain: starting the week after certificates are released, principals who still withhold them will face disciplinary and legal consequences. This marks a sharp turn — no more polite memos, no more ignored directives. But even more critical is a deeper systemic fix in the works: plans are advancing to pull certificate collection entirely out of schools’ hands. Under the new model, students will pick up their documents directly from Sub-County Directors of Education (SCDE) offices, a shift that aims to kill the problem at its root. It’s a bold move, built on the successful pilot earlier this year when KCSE result slips were sent through SCDE offices. Stripping principals of the power to hold certificates hostage cuts out the middleman and restores certificates to their rightful owners — the students. Beyond logistics, this strategy is about restoring trust in the education system itself: showing that once a student earns a certificate, no one — not even a principal — should stand between them and their future.

The next few weeks will be the true test of whether this shake-up delivers real change. For the 2024 KCSE candidates, quick access to certificates is the key that unlocks university admission, job applications, and life plans that can’t wait. For principals who defy orders, this time the consequences are meant to be real — legal action, career-ending sanctions, public accountability. And for the education system as a whole, the shift to SCDE offices could become a model for breaking down entrenched administrative abuses that have long crippled student mobility. But this won’t happen automatically: it’ll require tight coordination across counties, clear instructions to SCDEs, public communication campaigns, and a Ministry willing to enforce its own rules without flinching. If it works, it will not just be a victory for this year’s candidates — it will set a new standard for fairness and efficiency in how Kenyan education treats its students. Either way, the clock is ticking, and the Ministry’s next moves will show if it’s serious about turning bold words into bold action.

References:

The Standard KCSE Certificates to be collected from government offices, not schools

Daily Nation KCSE 2024: Highest university qualifiers recorded in eight years

Kenyans.co.ke KNEC to Release 2024 KCSE Certificates This Week As KUCCPS Portal Closes

Kenyans.co.ke KCSE Certificates to Be Collected from Govt Offices Instead of Schools

The Crisis of Unemployment in Kenya’s Psychology Sector

Posted on by

Kenya’s mental health sector presents a striking paradox: despite the growing recognition of mental health challenges and an increasing demand for psychological services, psychology graduates continue to face significant unemployment and underemployment. This contradiction is rooted in deep-seated structural issues that systematically undermine the profession, making it difficult for trained psychologists to secure stable, well-paying jobs. One of the primary factors contributing to this crisis is the severe lack of job opportunities within both the public and private sectors. Many organizations, including hospitals, rehabilitation centers, and educational institutions, employ only a minimal number of psychologists, often restricting these roles to one or two individuals per institution. This results in a highly competitive job market where only the most experienced professionals stand a chance of securing employment, leaving recent graduates with limited options. Additionally, the financial sustainability of private practice is severely threatened by the prevalence of free or low-cost counseling services offered by religious institutions, non-governmental organizations, and community-based groups. While these services play a crucial role in expanding access to mental healthcare, they inadvertently undermine the ability of qualified psychologists to establish viable independent practices. Consequently, many graduates are unable to leverage their expertise in the field, often resorting to working in unrelated sectors, taking on temporary and poorly remunerated jobs, or abandoning the profession altogether despite their years of specialized training.

A Citizen Digital Report on Mental Health Awareness

A major challenge compounding this issue is the lack of a structured and regulated career pathway for psychology graduates, which creates uncertainty for both practitioners and potential employers. Unlike other fields such as medicine, law, or engineering, where licensing and professional development are clearly defined, psychology remains a largely unstructured profession in Kenya. The absence of standardized guidelines for internships, supervised practice, and professional accreditation means that many graduates complete their studies without the practical experience necessary to meet employer expectations. This situation is further exacerbated by the commercialization of mental health services, where some institutions prioritize financial gain over the provision of quality care. This business-oriented approach has led to exploitative employment conditions, where psychologists are often hired on short-term contracts with little job security, minimal benefits, and unrealistic workloads. Furthermore, some rehabilitation centers and private institutions reportedly prefer hiring new graduates on temporary terms rather than renewing contracts with existing employees, ostensibly as a cost-cutting measure to avoid higher salary commitments. These systemic challenges not only create instability within the profession but also discourage qualified individuals from remaining in the field, ultimately reducing the availability of experienced professionals in the country’s mental health workforce. As a result, Kenya continues to experience a significant gap between the increasing need for psychological services and the limited number of trained professionals who can afford to remain in practice under these conditions.

Addressing these issues requires comprehensive structural reforms aimed at professionalizing the psychology field and integrating it more effectively into Kenya’s healthcare and social support systems. First, policymakers must acknowledge the critical role of psychology in national development and mental well-being by increasing investment in mental health services, expanding employment opportunities within public institutions, and ensuring that psychologists are recognized as essential healthcare providers. Universities should also play a more active role in bridging the gap between academic training and practical application by incorporating robust internship programs, mentorship opportunities, and entrepreneurial training to equip graduates with the necessary skills to navigate the job market. Additionally, regulatory bodies should establish a standardized licensing framework to ensure that all psychology professionals meet clear competency standards while also receiving fair remuneration and workplace protections. By implementing these reforms, Kenya can begin to address the persistent challenges facing psychology graduates, ensuring that their skills and expertise are fully utilized to meet the country’s growing mental health needs. Failure to take action will not only continue to render psychology graduates underemployed but will also undermine the long-term development of the mental health sector, leaving thousands of Kenyans without access to qualified psychological care at a time when it is needed more than ever.

References:

Nation Psychology graduates struggle to get jobs in Kenya

Nation THE SILENT SCREAM OF KENYA’S PSYCHOLOGY GRADUATES

The Star Tales of despair for Kenyan graduates seeking jobs

Johnson & Johnson Building health worker capacity to close the mental healthcare gap across Kenya

Kenya’s University Funding Legal Dispute Explained

Posted on by

The Court of Appeal’s recent intervention in the ongoing university funding dispute in Kenya has further complicated an already volatile situation. On March 26, 2025, the appellate court suspended the High Court’s ruling that had previously declared the Variable Scholarship Loan Funding (VSLF) model unconstitutional. This decision temporarily reinstated the controversial funding framework, allowing the government to resume its implementation while the appeal is heard. The suspension was granted based on arguments from the Higher Education Loans Board (HELB) and the Universities Fund (UF), both of which warned that halting the VSLF model would cripple their ability to allocate funds, potentially leading to financial instability and even the closure of multiple institutions. Former HELB Acting CEO Mary Muchoki emphasized in an affidavit that the High Court’s ruling could result in the indefinite closure of universities, underscoring the gravity of the situation. Similarly, former Universities Fund CEO Geoffrey Monari defended the VSLF model as a more equitable and cost-effective funding mechanism, cautioning that the previous decision could trigger a crisis in university financing. By suspending the High Court’s ruling, the Court of Appeal sought to balance the urgent need to sustain university funding with the concerns raised regarding the legality and fairness of the model. However, this move introduces another layer of uncertainty, as universities, students, and policymakers must now navigate an unpredictable legal landscape while awaiting a final resolution.

A Report by KTN News Kenya

To mitigate the immediate fallout and provide transparency, the Court of Appeal issued several directives aimed at ensuring that students, universities, and other stakeholders remain informed about the potential implications of the ongoing legal battle. The court instructed the Attorney General, HELB, and the Kenya Universities and Colleges Central Placement Service (KUCCPS) to disseminate detailed information about the VSLF model to all relevant parties within 14 days. This included clear communication to current beneficiaries and prospective applicants that the funding framework could still be subject to further changes. Additionally, the appellate court mandated the establishment of an appeals mechanism within the same timeframe, allowing students dissatisfied with their funding allocations or categorization to seek redress. These directives were an attempt to address the concerns raised by the High Court regarding the lack of transparency and due process in the implementation of the VSLF model. Nonetheless, the broader financial challenges facing Kenyan universities persist, as public institutions continue to struggle with substantial funding deficits while private universities remain burdened by unpaid government sponsorship funds. Although the temporary reinstatement of the VSLF model might alleviate some immediate financial pressures, the long-term sustainability of higher education funding in Kenya remains a pressing issue that requires a more comprehensive and permanent solution. The shift towards increased household contributions under the VSLF model raises additional concerns about affordability, particularly for students from low-income backgrounds, who now face the prospect of significant debt accumulation through student loans.

The current funding controversy is part of a broader historical shift in Kenya’s higher education financing strategy, transitioning from the Differentiated Unit Cost (DUC) model, which had been in place since 1995, to a more individualized, means-tested approach. Under the DUC model, public universities received block funding based on student enrollment and the costs associated with different academic programs, with the government initially expected to cover 80% of the unit cost. However, persistent underfunding led to financial distress for universities, necessitating alternative approaches. In May 2023, the government introduced the VSLF model, which sought to provide direct funding to students through a combination of scholarships, loans, and household contributions, assessed via a Means Testing Instrument (MTI). While this shift was designed to target financial aid to the most economically vulnerable students and encourage universities to diversify their revenue sources, it has sparked concerns about access and equity. The ongoing legal uncertainties surrounding the VSLF model have further exacerbated these concerns, as students remain unsure about their financial obligations, and universities continue to grapple with inconsistent funding. Moving forward, Kenya must establish a stable, transparent, and equitable university financing system that balances institutional sustainability with student accessibility. This requires strengthening legal frameworks, improving the MTI to ensure fairness, enhancing government investment, and exploring diversified funding sources such as public-private partnerships and alumni contributions. Without such reforms, the country risks entrenching financial instability in its higher education sector, limiting opportunities for students, and undermining national development objectives.

References:

Jijuze Impact of Kenya’s Court Decision on University Funding

The Standard Court of Appeal suspends ruling on university funding model

Kenya News Agency Govt reaffirms commitment to new varsity funding model

All Africa Kenya: COA Temporarily Allows Impementation of New University Funding Model


How to Access Subsidized Fertilizer in Kenya

Posted on by

The arrival of a 20,000-tonne fertilizer consignment at Mombasa Port marks a significant milestone in the government’s efforts to support farmers ahead of the long rainy season, a crucial period for agricultural production in Kenya. The timely arrival of this shipment is expected to provide much-needed inputs to enhance food security and boost national yields. An additional 1,300 metric tons of fertilizer is expected soon, further reinforcing the commitment to ensuring farmers have access to essential inputs. However, concerns remain over the lack of transparency regarding the origin and composition of the shipment. The absence of details on the supplier and specific types of fertilizer included in the consignment may limit farmers’ ability to plan effectively, as different soil types and crops require specialized fertilizers for optimal growth. Additionally, past cases of substandard or expired fertilizers in the market have made quality assurance a priority for farmers and stakeholders alike. The government’s approach to addressing these concerns focuses on efficient allocation and swift distribution, primarily managed through the Kenya Integrated Agriculture Management Information System (KIAMIS), ensuring that only registered farmers receive their fair share of subsidized fertilizer.

To guarantee the quality of fertilizer reaching farmers, the Kenya Bureau of Standards (KEBS) plays a critical role in enforcing national quality standards. Farmers are urged to verify the authenticity of their fertilizer by checking for the KEBS Standardization Mark on the packaging and utilizing the SMS verification system by texting the unique code beneath the mark to 20023. This verification step is essential to protect farmers from counterfeit or substandard products that could negatively impact yields. Furthermore, distribution logistics have been carefully structured to ensure that fertilizer reaches key agricultural regions efficiently. The government, in collaboration with the National Cereals and Produce Board (NCPB), is overseeing a multi-modal transportation plan where the fertilizer is first transported from Mombasa to Naivasha by train and then distributed to major farming areas like Uasin Gishu, Bomet, and Nakuru via trucks. This logistical approach is intended to overcome transportation bottlenecks and ensure that farmers across the country receive their fertilizer in time for planting. However, the initial reports do not specify which types of fertilizers—such as Diammonium Phosphate (DAP) or Calcium Ammonium Nitrate (CAN)—are included in the shipment, leaving many farmers uncertain about how best to apply them to different crops. As a result, farmers are encouraged to seek further clarification from NCPB depots or agricultural extension officers before application.

Farmers looking to access the subsidized fertilizer must ensure they are registered with KIAMIS, a digital platform designed to streamline distribution and enhance transparency. Registration can be done through the National Government Administration offices, including local chiefs and village elders, or by dialing *616*3# to confirm or update their details. The use of this system helps prioritize genuine farmers while reducing the risk of fraudulent claims. Once registered, farmers should promptly check with their nearest NCPB depots to inquire about fertilizer availability and collection procedures, as delays in retrieval could affect their planting schedules. Additionally, soil testing is recommended to determine the specific nutrient requirements for different crops, allowing farmers to apply the right type and amount of fertilizer for maximum productivity. Staying informed through official government communication channels, such as the Ministry of Agriculture and NCPB updates, is crucial to keeping track of distribution schedules and additional shipments. With proper planning, timely collection, and strategic application of fertilizer, Kenyan farmers stand to significantly improve yields, contributing to national food security and economic growth.

References:

Kenya News Agency Farmers to receive fertilizer ahead of long rains

The Eastleigh Voice 20,000 tonnes of fertiliser arrive at Mombasa port as planting season starts

KEBS Marks of Quality

All Africa Kenya: Govt Assures Farmers On Subsidy Fertilizer Quality








Impact of Kenya’s Court Decision on University Funding

Posted on by

Kenya’s ambitious new university funding model, intended to revolutionize higher education financing, remains in a state of uncertainty following a decisive blow from the High Court, which declared it unconstitutional in December 2024. Justice Chacha Mwita cited a lack of legal framework, discriminatory elements based on financial ability, school type, age, and ambiguous criteria like “household income,” and insufficient public participation as key reasons for the ruling, a decision hailed as a victory by students and civil society groups who had long protested the model’s perceived unfairness. The National Student Caucus celebrated the ruling as an opportunity for national reflection on tertiary education funding, echoing the sentiments of thousands of students who had earlier taken to the streets in September 2024, decrying the increased financial burden placed on them and their families, with over 10,000 students even appealing their assigned funding allocations. Parents, too, voiced relief, having expressed fears that the new model would lock out deserving students due to unaffordable costs and flawed categorization through the Means Testing Instrument (MTI). The Kenya Human Rights Commission (KHRC), a key petitioner in the case alongside the Elimu Bora Working Group and a Students’ Caucus, framed the model as a manifestation of “neoliberal” policies that commodify education, emphasizing the need for a funding approach that prioritizes accessibility and equity for all Kenyans, as education is considered a fundamental public good.  

A Report by Citizen Digital

Despite the High Court’s firm stance, the government has swiftly appealed the decision, with Education Cabinet Secretary (CS) Julius Ogamba reaffirming the commitment to the model’s core principles of ensuring no needy student is left behind and highlighting that the government had doubled funding to universities in the past two years. While acknowledging the initial challenges and inaccuracies in the Means Testing Instrument (MTI), the government is actively working on revisions, with a special committee appointed by President William Ruto submitting a preliminary report proposing changes and aiming for a re-introduction by September to coincide with the admission of new first-year students. However, this legal tug-of-war has created a significant impasse, leaving universities in a precarious financial situation. Professor Daniel Mugendi, chair of the Public Universities Vice Chancellors’ Committee, warned of an impending crisis if the matter is not resolved promptly, highlighting the difficulties in running institutions with delayed fund disbursements, especially for first and second-year students who cannot access government support as the allocated funds are held by the Higher Education Loans Board (HELB) and the Universities Fund (UF) awaiting court direction. The Universities Fund (UF) Chief Executive Officer (CEO), Geoffrey Monari, also voiced concerns that the suspension could exacerbate the already mounting public debt for universities, emphasizing the intended benefits of the new model in alleviating financial strain and granting universities independence to commercialize research. Currently, universities are navigating the uncertainty by agreeing not to demand fees from first and second-year students until the issue is resolved through the courts, while relying on the older Differentiated Unit Cost (DUC) model for continuing students.  

As the legal battle continues, stakeholders are actively proposing alternative solutions and voicing their concerns about the long-term implications. Private universities, through the National Association of Private Universities in Kenya (NAPUK), have seized this moment to advocate for a fundamental shift towards a loan-based funding model, suggesting the establishment of a unified National Students Financial Aid Corporation (NSFAC) to streamline financial assistance across both public and private institutions and move away from a “social-welfare orientation.” This proposal reflects a broader debate about the sustainability and equity of higher education financing in Kenya, especially considering historical funding disparities where private universities received significantly less government support under the DUC model. The ongoing uncertainty has left many first and second-year students in limbo, unsure of the fees they will ultimately be required to pay, with some even facing difficulties in enrolling or sitting for exams due to the funding crisis, as universities demand outstanding fees based on the now-unconstitutional band system. Furthermore, an audit report revealed significant operational challenges and management flaws in the initial implementation of the new funding model, including a lack of coordination between key agencies like the UF, HELB, and the Kenya Universities and Colleges Central Placement Service (KUCCPS), raising concerns about the efficiency and fairness of fund allocation and the long-term sustainability of the fund given low loan repayment rates. The path forward remains unclear, but the need for a resolution that addresses both the financial sustainability of universities and the accessibility of higher education for all qualified Kenyan students is more pressing than ever.  

References:

People’s Dispatch Kenya’s High Court delivers blow to neoliberal university funding model

Business Daily Hundreds of students locked out of varsities as finance woes persist

KBC Private Universities offer middle ground proposals on funding model

Nation Ogamba: Improved draft for new varsity funding model ready

Capital News High Court declines to lift orders quashing new University Funding Model

Nation Hundreds fail to report to universities over funding crisis

Concerns Over Kenya’s Competency-Based Curriculum Implementation

Posted on by

Kenya’s ambitious shift from the long-standing 8-4-4 education system to the Competency-Based Curriculum (CBC) is facing mounting scrutiny as the first cohort of Grade 9 learners prepares for the pivotal transition to senior school and the selection of career pathways. This significant educational reform, intended to cultivate practical skills and competencies for the 21st century, has been met with growing apprehension from parents and the general public. Key concerns center on the readiness of schools to accommodate the new curriculum, particularly regarding infrastructure and resources, the preparedness and training of teachers to effectively deliver the competency-based approach, and the escalating financial burden placed on families to support their children’s learning. The lack of clear communication about the structure of senior school pathways and the specializations offered by different institutions has further amplified anxieties, leaving many stakeholders uncertain about the future direction of their children’s education.

A Report by NTV Kenya

A deeper examination reveals a multitude of specific challenges hindering the smooth implementation of the CBC, especially as it enters the senior school phase. Many public schools grapple with inadequate infrastructure, including classrooms and essential laboratories for STEM-related subjects, raising doubts about their capacity to effectively deliver the curriculum. Teachers, while some have received training, often feel ill-prepared for the hands-on, skill-based learning methodologies required by the CBC, particularly within the specialized senior school pathways. The financial strain on parents continues to be a major point of contention, with the costs of specialized learning materials and project-based assessments adding to the already significant expenses of education. Furthermore, the early specialization inherent in the CBC, with learners choosing career pathways at the end of Grade 9, has sparked concerns about potentially limiting future opportunities if these choices are not well-informed. The availability and quality of guidance and counseling to support learners in making these crucial decisions are also under question, with fears that inadequate support could lead to misaligned choices and unfulfilled potential.

A Report about Pathways to Senior School by NTV Kenya

In response to these widespread concerns, the Kenyan government has acknowledged the challenges and outlined various initiatives aimed at addressing them, including policy statements, transition guidelines, and teacher training programs . However, expert analyses consistently point to persistent issues such as inadequate teacher training, limited resources and infrastructure, financial burdens on families, and policy coordination challenges . Recommendations from education experts emphasize the need for enhanced and continuous teacher training, prioritized allocation of resources, effective engagement with parents and stakeholders, and sustained investment in school infrastructure . As the country navigates this critical juncture in its educational transformation, addressing these multifaceted concerns will be paramount to ensuring the successful implementation of the CBC and realizing its intended benefits for Kenyan learners .  

References:

Nation Grade 9 learners to choose senior school pathways in second term

Nation CBC: What parents and stakeholders want in transition to senior school

The Standard Maths no longer compulsory as CBC pioneers set to pick careers

The Standard Concerns over transition of Grade 9 learners to senior secondary school

Citizen Digital Wananchi Opinion: Why many are moving kids to International Schools

Kenyan Teachers Face Financial Crisis Amid Rising Deductions

Posted on by

Kenyan teachers are grappling with a severe financial squeeze as rising salary deductions drastically slash their take-home pay, fueling widespread frustration and discontent. A key point of contention is the Social Health Authority (SHA) deduction, introduced in October 2024, which mandates a 2.75% contribution from gross salaries with no cap, replacing the previous National Health Insurance Fund (NHIF) system. Teachers argue that the benefits do not justify the steep increase in costs, particularly when combined with other deductions, including pension contributions, the housing levy, and higher Pay As You Earn (PAYE) taxes. A teacher in Job Group C3, for instance, now takes home as little as Ksh23,936 from a gross salary of Ksh81,584 after deductions—an alarming reduction that makes affording basic necessities increasingly difficult. These financial strains have pushed teachers into the streets, with protests and strikes becoming more frequent as they demand relief from what they perceive as excessive and unfair financial burdens. Adding to their woes, a Ksh27 billion funding shortfall in the education sector has sparked fears of salary delays, compounding the already precarious situation.

A Citizen Digital Report

The financial crisis has also extended into the healthcare sector, where teachers have been hit by severe restrictions imposed by their insurance provider, Minet. In February 2025, teachers from six North Rift counties staged a two-week strike to protest the limitations placed on their access to medical care. Many were barred from seeking treatment outside designated Level 4 and Level 5 hospitals, leading to overcrowding and reduced quality of healthcare. The Kenya National Union of Teachers (KNUT) and the Kenya Union of Post-Primary Education Teachers (KUPPET) issued a 24-hour ultimatum to the Teachers Service Commission (TSC) to address these grievances. Though the strike was called off after negotiations, many teachers remain skeptical about whether lasting solutions will be implemented. Meanwhile, teachers are still reeling from agency fee deductions imposed by the TSC in August 2024, which affected non-unionized primary school teachers, further exacerbating tensions between educators and the government. These financial deductions, coupled with a rising cost of living, have eroded the real value of teacher salaries over the years, even though Kenyan teachers remain among the best paid in East Africa. However, with over 50% of teachers concentrated in lower job groups earning between Ksh16,692 and Ksh29,918, concerns about career stagnation and wage disparity persist.

The government argues that these deductions are necessary to fund critical services and national development programs, yet teachers’ unions have fiercely opposed the lack of consultation and transparency in their implementation. Strikes and protests have become a common feature in the education sector, with KUPPET and KNUT repeatedly demanding better wages, improved working conditions, and a review of the 2021-2025 Collective Bargaining Agreement (CBA). The revised deductions system—implemented in phases since 2023—has seen the introduction of new NSSF rates, a 1.5% housing levy, and the removal of tax reliefs, further squeezing teachers’ earnings. The mounting dissatisfaction highlights a deeper structural issue: the delicate balance between revenue generation and employee welfare. Possible solutions include policy reforms to ease the tax burden on lower-income earners, transparent negotiations between the government and teachers’ unions, and alternative funding mechanisms such as public-private partnerships. As Kenya navigates this crisis, the outcome of these discussions will be critical in determining the future of the country’s education sector and the financial well-being of its teachers.

References:

The Standard Teachers lament over shrinking payslips as SHA deductions begin

Kenyans.co.ke Teachers Threaten Strike in 6 North Rift Counties Over Insurance

Business Daily Payslip deductions set to add burden on struggling Kenyan employees

Kenyans.co.ke Employed Kenyans Face Further Salary Decrease as SHA Deductions Take Effect

Nation Kenyan teachers not that badly paid, data shows

Business Daily Hospitals turn away teachers, police over unpaid claims


AI Revolution in Kenya: Challenges and Opportunities

Posted on by

Kenya is riding the wave of an AI revolution, with the technology rapidly being adopted across various sectors, including healthcare, agriculture, and finance . The country boasts the highest AI readiness ranking in East Africa and 84th globally, driven by increased internet penetration, a young tech-savvy population, and government support. Initiatives like the National AI Strategy 2025–2030 aim to establish Kenya as a regional AI hub . The recent AI Innovation Summit in Nairobi brought together industry leaders and innovators to discuss the transformative potential of AI in driving efficiency, innovation, and sustainable growth . Speakers emphasized the need for organizations to develop comprehensive AI strategies, invest in infrastructure and talent development, and foster collaboration to remain competitive in a rapidly evolving digital economy .  

A Report by DW

However, this rapid growth also brings significant challenges. A major concern is the exploitation of Kenyan workers on online platforms for data labeling. Reports reveal that these workers, often lured by the promise of stable employment, face low wages, poor working conditions, and a lack of job security. Some are even exposed to harmful content, including graphic violence and sexual abuse, leading to mental health issues. These findings highlight the urgent need for ethical frameworks and regulations to protect AI workers in Kenya and ensure that the benefits of AI are shared equitably.

Furthermore, there are concerns about the potential for AI-driven automation to displace low-skilled workers and exacerbate existing inequalities . The use of AI for disinformation and the government’s efforts to regulate AI-generated content raise concerns about freedom of expression and potential censorship . Addressing these challenges through ethical frameworks, robust regulations, and public awareness campaigns will be crucial to ensuring that AI benefits all of Kenyan society .  

References:

Research Leap The Adoption of Generative AI in Kenya: A Critical Analysis of Opportunities, Challenges, and Strategic Imperatives

CIO Africa AI Innovation Summit Calls For AI Adoption To Drive Business Growth

Citizen Digital AI Innovation Summit urges AI adoption to drive business growth

Vellum Highlights of the Kenya National AI Strategy 2025–2030