Free Primary Education in Kenya: Achievements and Challenges
At independence in 1963, Kenya inherited a racially segregated education system with different curricula for Europeans, Asians, Arabs, and Africans. Colonial-era schools largely excluded African children from free and universal primary education (Otach, 2008; UNESCO, 2005). Post-independence, Kenya sought to expand primary education, culminating in incremental policies toward free primary education (FPE).
The first steps were taken in 1971, when President Jomo Kenyatta abolished tuition fees in marginalized districts, gradually extending free education to the first four years by 1973. Subsequent policies increased enrolment dramatically, but infrastructure and resource challenges persisted. In 2003, the National Rainbow Coalition (NARC) government implemented FPE nationwide, abolishing school fees and levies to expand access for disadvantaged children (Otach, 2008; UNESCO, 2005). While the program increased enrolment and gross enrolment rates (GER), it also introduced significant challenges affecting the quality of education.
Challenges
2.1 Delays in Funds Disbursement
Delayed government funding frustrated teachers, placed financial burdens on parents, and disrupted learning activities (Okwach & George, 1997; UNESCO, 2005).
2.2 Teacher Shortages
Teacher-to-pupil ratios reached 1:70 in some schools, far above the recommended 1:40, reducing teacher attention, assignments, and overall learning quality.
2.3 Teacher-Learning Facilities
Schools suffered shortages of textbooks, teaching materials, and classrooms. Textbooks were shared among multiple pupils, classrooms were overcrowded, and poor infrastructure hindered learning.
2.4 Managerial Skills
School managers often lacked the technical, human, and conceptual skills to handle the surge in enrolment. Many schools faced overcrowding and insufficient resources, highlighting the need for professional development in educational management (Ngaroga, 2001; Orora, 1997).
2.5 Students’ Mobility Between Schools
Frequent transfers from public to private schools or within public schools disrupted teaching continuity. Parents often moved children seeking perceived quality, lower fees, or higher grades, impacting both pupils and teachers (Eldah et al., 2005).
2.6 Embezzlement of Funds
Corruption among officials, headteachers, and PTAs resulted in misappropriation of funds intended for FPE, depriving vulnerable children of education resources (UNESCO, 2005).
3.0 Conclusion
Kenya’s FPE policy has expanded access and enrolment, contributing positively to education and social development. However, challenges like overcrowding, teacher shortages, inadequate facilities, poor management, student mobility, and corruption continue to affect quality and equity. Sustainable progress requires improved resource allocation, professional development, infrastructure investment, and stronger accountability mechanisms.
The policy aligns with international commitments, including the Education for All (EFA) goals, the Amman Mid-Decade Review (1996), the Dakar Framework (2000), and the Millennium Development Goals (MDGs), aiming to provide universal primary education and eliminate gender disparities by 2015.