A new report has exposed alarming disparities in Kenya's education system, revealing that children in arid and semi-arid lands (ASALs) face severe learning disadvantages compared to their urban counterparts.
The State of Education in Kenya Research Report by Zizi Afrique Foundation and Usawa Agenda shows that only two in every 10 Grade 4 pupils in North Eastern Kenya can read and understand a Grade 3-level English story, half the national average of four in 10.
According to the findings, there is a persistent crisis in foundational literacy, with three in 10 Grade 6 learners nationwide still unable to comprehend basic English texts.
The report attributes part of the gap to limited access to early childhood education, noting that children who miss preschool are significantly more likely to struggle academically throughout primary school.
Beyond learning outcomes, the study uncovers dire infrastructure shortages in ASAL and rural schools.
Sanitation facilities are critically overstretched, with an average of 52 boys and 47 girls sharing a single toilet in rural institutions, far exceeding the recommended ratio of 30 boys or 25 girls per toilet. Urban schools face even worse conditions, with some facilities serving up to 86 learners at once.
Teacher shortages further exacerbate the crisis. Junior secondary schools in sampled areas operate with a median of just three teachers per institution, forcing educators to handle multiple subjects and compromising instructional quality.
The report warns that without urgent intervention, systemic inequities will continue to marginalize ASAL learners.