Nairobi, Kenya — The Elimu Yetu Coalition (EYC) has commended notable gains in Kenya’s basic education sector while warning that deep-seated challenges continue to threaten equitable access and quality learning, according to its 2025 State of Basic Education Address delivered on Tuesday at the Heron Hotel.
Presenting the address to civil society leaders and education stakeholders, EYC National Coordinator Joseph Wasikhongo described a sector in the midst of a historic structural transition under the Competency-Based Education (CBE) system, marked by significant investments but also critical shortfalls requiring urgent policy action.
Wasikhongo noted that 2025 recorded tangible progress, with more than 100,000 teachers retrained and comprehensive learning materials developed up to Grade 11. School infrastructure also expanded considerably, with approximately 14,641 CBE classrooms constructed nationwide to support the transition to junior secondary education.
Teacher recruitment saw renewed momentum, as the government hired over 46,000 junior secondary school teachers in January 2025, with an additional 20,000 teachers expected to be recruited in early 2026.
Despite these achievements, EYC cautioned that the country still faces a teacher deficit exceeding 100,000, a gap that disproportionately affects schools in Arid and Semi-Arid Lands (ASAL) regions. The coalition also raised concerns over persistent skills mismatches in STEM subjects and chronic under-provision in Special Needs Education, where learner enrollment remains below 2 per cent.
Of particular concern, Wasikhongo highlighted what he termed a growing “boy-child crisis” in secondary education. Data presented by EYC shows that net enrollment for boys declined from 51.2 per cent in 2020 to 45.4 per cent in 2024, a trend the coalition says demands targeted, evidence-based interventions to restore gender parity and prevent long-term social and economic consequences.
EYC further praised the government’s SHIRIKA Plan, a multi-year framework aimed at integrating refugees into the national socio-economic system. However, the coalition urged authorities to formally recognize and absorb qualified refugee teachers into the national education workforce to address staffing gaps, particularly in marginalized regions.
Climate change also emerged as a growing threat to learning continuity. The coalition called for increased investment in climate-resilient school infrastructure, including water harvesting systems and disaster preparedness measures, to enable schools to operate as safe community centres during emergencies.
On financing and governance, EYC acknowledged improvements brought by the National Education Management Information System (NEMIS), which has helped eliminate ghost schools and enhance accountability. Nonetheless, Wasikhongo warned that delays in the disbursement of capitation funds, especially for Special Needs Education, continue to undermine effective service delivery at the school level.
Among EYC’s key policy demands are the accelerated completion of Grade 9 classrooms, decentralization of Teacher Wellness Centres to county levels, timely release of capitation funds, formal recognition of refugee teachers, and targeted interventions to reverse declining boys’ enrollment in secondary schools.
Wasikhongo reaffirmed that civil society would remain actively engaged with government, holding duty bearers accountable and amplifying marginalized voices, to ensure that no learner is left behind as Kenya prepares for the transition to senior school under the new education framework.
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