Kenya’s youthful population estimated at over 55 million, places immense demands on its education system. With approximately 10.2 million pupils in primary schools and 4.1 million in secondary schools, the country has made progress in expanding access. However, the distribution of schools and learners is uneven, revealing sharp contrasts between densely populated counties and sparsely populated or remote areas.
The mismatch of schools and learners put the education in dire state especially now that the government is implementing the Competency Based Education with aim of producing market ready skillful generation.
Kenya has nearly 94,000 schools (including pre-primary, primary, and secondary). While some schools are overcrowded, many have very few students:
According to the Ministry data 6,000 schools have fewer than 100 students, and over 1,000 schools have fewer than 10 learners. Low enrolment is most acute in arid or remote counties, where low population density, long distances, and security challenges affect school attendance.
Even though maintaining teachers, facilities, and learning materials in these schools inflates per-pupil costs and limits efficiency, the fact remain that the government should consider its move to merge or even close schools with less than 100 learners.
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Primary School Closures and Low-Enrolment Secondary Schools
In several counties, primary schools were collapsed or merged to create space for prestigious secondary schools. While the intention was to expand quality secondary education, some of these newly established schools now face low enrolment, leaving infrastructure underutilized.
Closure of nearby primary schools has forced young learners to travel longer distances, particularly affecting ECDE and Grades 1–3. These long journeys increase dropout risk, especially in counties with poor roads, insecurity, or extreme weather conditions.
Policymakers must carefully balance the expansion of secondary education with the accessibility of primary schools to ensure equitable opportunities for all children.
Risks for Young Learners
ECDE and Grades 1–3 learners in low-enrolment counties or areas affected by primary school closures may have to travel long distances, sometimes through unsafe terrain.
These young children face high dropout risk, which threatens foundational literacy and numeracy skills.
Policy solutions must prioritize accessibility, safety, and proximity, such as satellite ECDE centers, boarding facilities, or safe transport programs.
Urban and high-density counties (e.g., Nairobi, Kiambu, Kakamega, Bungoma) face overcrowding, straining classrooms and teaching staff.
Remote and low-density counties (e.g., Lamu, Isiolo, Samburu, Marsabit, Turkana, Wajir, Mandera, Garissa, Tana River, Baringo) have underutilized schools, highlighting a need for innovative delivery methods.
Collapsing primary schools to create prestigious secondary schools can inadvertently increase risk for young learners if access and proximity are not carefully considered.
A differentiated policy approach is critical: high-demand counties need expansion, while low-enrolment counties need creative access solutions.
Kenya’s education system is a story of contrasts: thriving urban schools versus underpopulated rural institutions. Highlighting counties with low-enrolment schools and the effects of primary school closures alongside overall enrolment figures allows policymakers to plan strategically, ensuring all children—especially the youngest—have safe, equitable access to quality education, regardless of where they live.
By Hillary Muhalya
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