Audit Shows Inequalities in Nairobi’s Urban and Peri-Urban Schools

A recent audit and accompanying education report have cast a stark light on deep-seated inequalities between urban and peri-urban schools in Nairobi County. According to findings released by the Office of the Auditor General, public schools across Kenya—including many in the capital—were underfunded by KSh 117 billion between 2020 and 2024. Secondary schools incurred the largest shortfall at KSh 71 billion, junior secondary schools KSh 31.9 billion and primary schools KSh 14 billion.
The report goes further, identifying significant resource and infrastructure gaps in schools located in Nairobi’s peri-urban and informal settlement zones. For example, the report by Zizi Afrique Foundation and Usawa Agenda revealed that only four out of ten Grade 4 pupils in such settings could read and understand a Grade 3 English story—far below city-average performance.Additional findings highlight discrepancies in teacher specialisation, STEM access, science labs and classroom sanitation—all factors that undermine learning opportunities in less-resourced parts of Nairobi.
Reactions from education stakeholders in Nairobi have ranged from concern to resolve. School heads working in estate schools pointed to overcrowded classrooms, multi-shift teaching and dilapidated facilities as daily impediments to delivering quality education. Parents in informal settlements expressed frustration that despite living in the capital, their children face conditions akin to rural hard-to-reach schools. Analysts warn that without targeted redress, the inequalities risk widening as more affluent schools continue to attract better resources and talent.
Looking ahead, policymakers and county officials say they will use the audit findings as a basis for equity-driven reform. Plans include ring-fencing additional funding for schools in peri-urban zones, strengthening data-validation systems like National Education Management Information System (NEMIS) and implementing infrastructure-upgrade programmes prioritised by need rather than geography. If executed effectively, the reforms could level the playing field for Nairobi learners—ensuring that where a child lives no longer dictates whether they get a fair shot at quality education.