Kenya’s Education Funding Cuts Spark Concern Over Access and Equity
The Kenyan government’s recent decision to slash capitation for free day secondary education has sparked widespread concern among educators, parents, and policy analysts. The reduction, which takes effect under the 2026 rollout of the Competency-Based Education (CBE) system, will lower government contributions per student from KSh 22,244 to KSh 12,870—a decrease of nearly 43 percent. For the first time in years, parents of day school students will now be required to pay direct school fees, estimated at KSh 9,374 annually per learner.
This development represents a significant policy shift from the long-standing model of free day secondary education introduced during President Mwai Kibaki’s administration in 2008, which built upon the landmark 2003 free primary education reform. Many Kenyans now question whether the nation is moving away from that vision of universal and equitable education access.
A Sudden Change and Public Backlash
The announcement, which came as part of the government’s new CBE senior school framework, has caught many stakeholders by surprise. Critics argue that the Ministry of Education failed to conduct adequate public consultation before making the decision. Parents and advocacy groups have called the move unconstitutional, citing Article 43 and Article 53 of Kenya’s 2010 Constitution, which guarantee the right to free and compulsory basic education for every child.
“We are thoroughly embarrassed,” said one education advocate, criticizing the government for “surprising everyone without consultation” and for imposing new costs on families already struggling to meet basic needs. Others noted that the abrupt rollout could disproportionately affect children from rural and low-income households who depend heavily on government-funded education to remain in school.
Government’s Position and Justification
Education Cabinet Secretary Julius Agonda has clarified that the boarding school fees remain unchanged, emphasizing that the new structure aims to promote equity as senior schools adopt uniform fees and specialized learning pathways under the CBE model. These pathways include arts and sports science, social sciences, and STEM, and are expected to align Kenya’s education system more closely with global competency standards.
According to the Ministry, the adjustment ensures that government resources are distributed fairly, with priority given to institutions and students who require greater support. However, critics argue that this version of “equity” risks becoming regressive in practice, especially if lower-income families are forced to bear costs that were previously covered by state capitation.
Economic Pressure on Families
For many families, the new policy represents a direct financial burden. In rural counties such as Busia, Kakamega, and Bungoma—where household incomes often depend on small-scale farming and informal labor—parents are already struggling to meet basic expenses. The additional KSh 9,000 in annual school fees may push some students out of school entirely.
Stories are already emerging that illustrate the strain. In one instance shared during an NTV broadcast, a grandmother raising two orphaned grandchildren reportedly had to sell her chickens to pay school fees after being told her grandchildren would not be allowed to continue without payment. Such stories underscore the widening gap between policy intentions and lived realities in rural Kenya.
Despite education receiving one of the largest budget allocations in the 2025/2026 financial year—over KSh 701 billion—parents and education leaders are questioning where these funds are being directed if capitation to schools has been reduced so sharply.
Balancing Reform and Access
The Ministry maintains that the Competency-Based Education system is designed to prepare learners for diverse career paths and modern skills, but the accompanying financial reforms are generating new barriers to access. Treasury Cabinet Secretary John Mbadi previously warned that free education was becoming “financially unsustainable” due to rising enrollment and limited fiscal space.
While the government’s rationale may reflect budgetary reality, education experts warn that Kenya risks reversing two decades of progress in expanding access. The introduction of direct fees at the day-school level could undo gains made under the Kibaki and Kenyatta administrations, which saw enrollment numbers rise dramatically following the introduction of free primary and secondary education.
The Role of Community-Based Organizations (CBOs)
With these changes, CBOs and local development partners may become critical in cushioning families from the impact of reduced government support. Community scholarships, bursaries, and school feeding programs could help prevent rising dropout rates. CBOs are also likely to play a key role in educating parents on navigating the new system and advocating for transparency in resource allocation.
For regions like Western Kenya—where economic vulnerability and rural poverty remain significant—grassroots involvement will be essential to ensuring that children are not left behind. Community-based schools, faith-led organizations, and NGOs will need to work collaboratively with local governments to identify at-risk learners and maintain access to quality education despite shrinking public funding.
Looking Ahead
As Kenya transitions into the final phase of the CBE framework, the real test of the system’s success may lie not in curriculum design, but in whether it remains inclusive and accessible to all. If poorly implemented, the new funding structure risks deepening inequality and eroding public trust in one of Kenya’s proudest social achievements—free and universal education.
The government’s commitment to “equity” will ultimately be measured by how it balances fiscal responsibility with its constitutional obligation to every Kenyan child. For many parents, educators, and community organizations, the question remains: Can Kenya afford to move backward on its promise of education for all?
