- Counties are increasingly prioritising Early Childhood Development Education and vocational training as drivers of long-term development.
- West Pokot, Narok and Kiambu lead in proportional education spending, reflecting strong investment in human capital.
- Despite increased funding, challenges in infrastructure, teacher welfare, quality and equity continue to affect learning outcomes.
Education remains one of the clearest indicators of development priorities across Kenya’s devolved system, particularly because county governments are responsible for Early Childhood Development Education (ECDE) and Vocational Training Centres (VTCs).
Recent budget trends show a growing commitment by several counties to channel a significant share of their resources into education, with a strong focus on strengthening the foundations of learning, skills development and long-term human capital development.
Counties leading education investment
West Pokot County leads the country by allocating about 15 per cent of its total budget to education, making it the highest county in proportional spending on the sector.
The investment reflects a deliberate strategy to expand ECDE access and strengthen vocational training as drivers of social and economic transformation.
Narok County follows with approximately 12 per cent, while Kiambu County allocates about 11 per cent, largely driven by rapid population growth and increasing demand for education services.
Samburu, Makueni and Bungoma counties each dedicate about 10 per cent of their budgets to education.
These counties have consistently prioritised ECDE expansion and vocational training, recognising that early learning and technical skills development are central to youth empowerment and employment creation.
Their investments continue to improve classroom infrastructure, expand access to early learning and strengthen vocational training opportunities.
Other counties, including Taita Taveta, Vihiga, Kilifi, Kericho, Nandi, Busia, Kitui and Trans Nzoia, also maintain relatively strong education allocations.
Although some of these counties spend less proportionately than the leading counties, their continued investment demonstrates a growing national recognition that education is both a social service and a long-term economic strategy.
It is important to distinguish between total expenditure and proportional commitment.
Larger counties such as Nairobi, Kakamega, Nakuru and Kiambu naturally spend more in absolute terms because of their larger budgets and populations.
However, percentage allocation provides a better measure of policy priority by revealing which counties continue prioritising education despite financial constraints.
Where the money goes
Most county education budgets are directed towards ECDE and vocational training.
Significant funding supports the construction and rehabilitation of ECDE classrooms, sanitation facilities, fencing and the creation of safe, child-friendly learning environments.
Many counties are also expanding ECDE facilities in rural and underserved areas, helping reduce inequalities in access to early learning.
A substantial proportion of the funding is also used to employ ECDE teachers and vocational training instructors.
These investments have improved workforce stability while enhancing the quality of teaching and practical skills training.
Counties also continue investing in learning materials and equipment.
ECDE centres receive desks, chairs, teaching aids and play materials, while vocational training centres acquire welding machines, carpentry equipment, tailoring machines and ICT resources that strengthen practical learning.
Many counties are simultaneously expanding and modernising vocational training centres to align programmes with changing labour market demands.
New courses in ICT, plumbing, electrical installation, masonry and agribusiness continue to broaden opportunities for young people entering the workforce.
In arid and semi-arid counties, school feeding programmes have become another important component of county education spending by improving attendance, reducing dropout rates and enhancing learners’ concentration.
Persistent challenges
Despite these achievements, several challenges continue to undermine education delivery.
Infrastructure deficits remain widespread, particularly in rural and marginalised areas where overcrowded classrooms, inadequate sanitation facilities and dilapidated buildings remain common.
Unequal distribution of resources across counties also contributes to disparities in the quality of ECDE and vocational education.
Teacher shortages remain another major concern, especially in ECDE institutions, where delayed salaries, contract insecurity and limited professional development opportunities continue to affect staff morale and retention.
Vocational training centres also face shortages of modern equipment and learning materials, limiting the effectiveness of practical skills training.
A growing mismatch between vocational training and labour market demands presents another challenge.
Although vocational education has expanded significantly, some programmes remain insufficiently aligned with emerging sectors such as digital technology, renewable energy and modern agribusiness.
High dropout rates during educational transitions, often driven by poverty, teenage pregnancies and socio-cultural factors, continue to affect completion rates in several counties.
Limited ICT infrastructure also widens educational inequalities, particularly in rural schools where electricity, internet connectivity and digital devices remain inadequate.
Weak quality assurance systems in parts of the ECDE sector further complicate efforts to maintain consistent standards of learning across counties.
These challenges demonstrate that while access to education has improved considerably under devolution, questions of quality, equity and relevance remain.
Addressing these gaps will require sustained investment, stronger intergovernmental coordination, effective implementation and targeted reforms.
Ultimately, Kenya’s county education story is one of remarkable progress—but also unfinished business.
Significant strides have been made in expanding access and opportunity.
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The next challenge is ensuring that every learner, regardless of location, receives quality education, relevant skills and the support needed to realise their full potential.
By Hillary Muluyha
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