- Education has emerged as Kenya’s best-rated devolved function, scoring 50.1 per cent in the 2026 Infotrack CountyTrak Index, with all 47 counties reaching the “good” performance band.
- Kiambu and Murang’a have jointly topped the rankings at 61 per cent, while Nairobi and North Eastern have recorded the lowest regional ratings at 41 per cent.
- The writer has called for greater transparency in bursary allocation and stronger alignment between county education systems and Competency-Based Education.
Education has emerged as the best-rated devolved function in Kenya, according to the latest Infotrak CountyTrak Performance Index 2026. This is an important finding, not merely because education ranked above the other county functions, but because it confirms that Kenyans continue to regard education as one of the most visible and valuable investments made by county governments. In a country where education is widely seen as the most reliable route out of poverty, the public’s relatively positive assessment of county education services carries significant social and political meaning.
The survey, conducted between January and May 2026, gave education an overall rating of 50.1 per cent. This placed it ahead of the other 11 devolved functions assessed. More significantly, education was the only function in which all 47 counties attained at least 50 per cent, placing every county within the “good” performance band. Kiambu and Murang’a shared the top position at 61 per cent, followed by Trans Nzoia and Elgeyo Marakwet at 57 per cent and Taita Taveta at 56 per cent.
These results demonstrate that devolution has created meaningful opportunities for counties to influence the educational foundations of their communities. Although the national government retains responsibility for primary, secondary and university education, counties play a critical role in Early Childhood Development and Education, vocational training and the administration of education bursaries. These areas may appear peripheral when compared with national examinations or university funding, but they are central to the educational journey of millions of Kenyan children and young people.
The strong rating of education is particularly encouraging because the sector touches families directly. Parents can see whether an ECDE classroom exists in their village. They can observe whether classrooms are safe, whether children have learning materials and whether teachers are available. Young people can assess whether a village polytechnic or county technical training institute offers practical skills that can lead to employment or self-reliance. Vulnerable families also experience the impact of county bursaries in immediate and personal ways. Education is therefore one of the county functions whose successes and failures are felt at household level.
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A score that demands scrutiny, not celebration
However, the overall score of 50.1 per cent should not be interpreted as a declaration of excellence. It is a sign of relative strength, not proof that county education systems are fully effective. A score slightly above 50 per cent suggests that education is performing better than other devolved functions, but it also means that considerable room for improvement remains. Indeed, the 2026 rating is higher than the 46 per cent recorded in 2024 but remains below the 55 per cent achieved in 2023.
This fluctuation raises an important question: are counties building sustainable education systems, or are their achievements dependent on changing political priorities and short-term projects? Education requires continuity. An ECDE centre cannot be considered successful simply because it has been constructed. It must be staffed, equipped, maintained and supported over many years. A vocational institution cannot transform young people’s lives merely by enrolling students. Its courses must reflect labour-market needs, its workshops must have modern equipment and its graduates must acquire economically useful skills.
The performance of Kiambu and Murang’a deserves attention. Their shared top ranking at 61 per cent suggests that sustained investment in early learning, vocational education and educational support can produce visible public confidence. Kiambu’s improvement was especially notable, rising from 48 per cent in 2024 to 61 per cent in 2026. The county’s movement from 29th position in 2023 to a shared first position illustrates how focused policy, improved service delivery and stronger public engagement can change citizens’ perceptions.
Yet county governments should avoid treating such rankings as political trophies. A high rating should lead to deeper evaluation rather than celebration alone. Counties should ask whether children are entering primary school with the necessary literacy, numeracy, social and communication skills. They should examine whether ECDE teachers are adequately trained, fairly compensated and professionally supported. They should assess whether learners with disabilities have access to inclusive facilities and specialised assistance. Public satisfaction is important, but educational quality must ultimately be measured through learner development and long-term outcomes.
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Regional gaps and uneven progress
The survey also highlights regional inequalities. Central Kenya recorded the highest regional education rating at 54 per cent, followed by the Rift Valley at 49 per cent and the Coast at 47 per cent. Nairobi and North Eastern were at the bottom, each recording 41 per cent. These differences should concern policymakers because educational opportunity should not depend heavily on a child’s county or region of birth.
Counties with lower ratings may face distinctive challenges, including large geographical areas, sparse populations, poverty, insecurity, inadequate infrastructure and shortages of qualified personnel. A county in an arid region cannot necessarily be assessed using the same operational assumptions as a densely populated urban or agricultural county. Equity may therefore require differentiated funding and targeted national support. Counties with greater challenges may need more resources rather than equal allocations.
The improvement recorded by counties such as Nandi, Machakos, Kericho, Kajiado and Garissa also shows that progress is possible. Nandi rose by 24 positions, while Machakos improved by 17 positions. Such gains should be studied carefully. Kenya needs to identify the policies, investments and administrative practices responsible for improvement and adapt successful models to other counties.
Fixing bursaries and embracing CBE
Another critical issue is the management of education bursaries. The survey considered whether bursaries are issued fairly to needy, vulnerable and gifted learners. This is an area that requires greater transparency. Bursaries should not become instruments of political patronage or rewards for personal loyalty. County governments should establish clear eligibility criteria, publish beneficiary information while protecting privacy and create independent mechanisms for appeals and complaints. Every shilling intended to support a disadvantaged learner should reach that learner.
The future of county education should also be linked to Kenya’s transition toward Competency-Based Education. ECDE centres must move beyond childcare and become effective foundations for communication, creativity, problem-solving and social development. County vocational institutions must also be modernised to support technical skills, digital literacy, entrepreneurship and emerging economic opportunities.
Beyond the rating: What Kenya must do next
Ultimately, the Infotrak findings offer both encouragement and a warning. Education is Kenya’s strongest-rated devolved function because citizens can see its value and experience its benefits. But being the best-performing function does not mean that the sector has reached the standard Kenya requires. The country should aim beyond a rating of 50 per cent. It should pursue quality, equity, accountability and measurable learner outcomes.
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County governments have demonstrated that devolution can make education more accessible and responsive to local needs. The next task is to ensure that every ECDE classroom, vocational institution and bursary programme produces meaningful opportunity. Education must not merely remain the best-rated county function. It must become the most transformative one.
By Ashford Kimani
Ashford is a teacher of English and Literature and writes on education and social affairs.
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