Nairobi Primary Schools Post Impressive Literacy Gains in New Assessment

Primary schools in Nairobi have recorded encouraging improvements in early reading and comprehension skills, according to a recent study by the African Population & Health Research Center evaluating interventions in the city’s informal‑settlement schools. The report, released on 14 September 2025, found that learners who participated in the support programme showed measurable gains in literacy and numeracy outcomes, surpassing peers in comparable settings without the intervention.
The background of this improvement lies in the decade‑long literacy initiative called Advancing Learning Outcomes and Transformational Change (ALOT Change), conducted in Nairobi’s settlements of Korogocho and Viwandani. The multi‑phase programme combined after‑school support, mentoring, digital‑literacy modules and parental engagement to boost foundational skills. According to the study, these elements helped pupils aged 12–13 achieve stronger reading results than those in control groups, especially among boys and households with fewer prior resources.
Reaction from school leaders, teachers and parents has been positive. Educators at one Nairobi primary school reported a rise in students’ reading confidence and participation in class, while parents welcomed the improved access to literacy support for children who had previously struggled. Nevertheless, some experts warned that the gains may not yet be evenly distributed—schools outside the pilot areas or in extremely under‑resourced communities may continue to lag unless similar efforts are scaled up.
Looking ahead, stakeholders are urging education authorities and development partners to apply the successful components of the programme across Nairobi County—and beyond—to ensure sustainable impact. Plans are being discussed for increasing access to structured literacy programmes, extending digital reading tools, and training more teachers in literacy methodology. If implemented widely, these measures could help turn the promising gains into lasting progress across Kenya’s primary‑school system.