KEF expands scholarships as principals’ meeting charts future of education

KEF partner school principals participating in the 2025 annual Principals’ Meeting at Radix Hotel, Karen.

The Kenya Education Fund (KEF) has reaffirmed its vision of changing lives through education during its annual Principals’ Meeting at Radix Hotel, Karen.

The gathering brought together 50 heads of KEF partner schools and stakeholders, including KCB Foundation, Zeraki, Contentment, and the Kenya National Examinations Council (KNEC).

The forum provided an opportunity to assess KEF’s impact, address emerging sector issues, and strengthen collaborations that benefit learners nationwide.

Reflecting on KEF’s journey since 2004, Executive Director and Co-Founder Mr. Dominic Muasya recalled: “We had kids around us who could not afford to join school. I believe education is a right, and poverty should not deny access to education. Education is a tool for ending poverty and self-reliance.”

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Muasya announced a major shift in the scholarship model, covering three years of high school and one year of college, to align with Kenya’s new education framework.

He celebrated the success of KEF scholars, noting that in 2024, 80 percent of them scored a C+ or higher in the KCSE, with all progressing to higher education. Of these, 65% are already in the workforce or self-employed, proof of education’s power to end poverty cycles.

The conference featured sessions on mental health (Chiromo Hospital Group), competency-based education (KNEC’s Dr. William Chelimo), financial literacy (Standard Chartered), and design thinking (Dr. Norlena Albert). Additional highlights included resilience and leadership training by Susan Gathu, alongside resource showcases from KCB Foundation and Zeraki.

Since 2007, KEF has supported over 4,600 students in completing their education, pursuing higher learning, and transitioning into careers and entrepreneurship. Stakeholders pledged to deepen collaborations, while KEF unveiled strategies for sustainable, expanded support to disadvantaged learners.

By Joseph Mambili

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