The government’s plan to balance the three school terms from next year has been presented as a necessary step towards a more rational and efficient academic calendar. While the proposal may improve administrative planning, it risks creating the impression that calendar reform is a solution to Kenya’s deeper education challenges when, in reality, it addresses only a small part of a much larger problem.
Education Cabinet Secretary Julius Ogamba argues that balancing the terms will ensure fairness in teaching time and reduce disparities in learning schedules. On the surface, the argument appears reasonable. A term that is significantly shorter than another can place pressure on teachers to rush through the syllabus while learners struggle to absorb content before examinations.
However, the assumption that equal term lengths will automatically improve educational outcomes is far from certain. The quality of education depends on factors that extend well beyond the number of weeks spent in school.
For example, many public schools continue to grapple with teacher shortages. In some institutions, a single teacher is responsible for multiple classes or subjects. Whether a term lasts 10 weeks or 13 weeks makes little difference if learners do not have enough qualified teachers to guide them through the curriculum.
Infrastructure challenges present another obstacle. Thousands of learners across the country study in overcrowded classrooms, while others lack adequate desks, laboratories and learning materials. A balanced calendar cannot solve the problem of 80 students sharing a classroom designed for half that number.
The issue of learning outcomes also deserves attention. Recent concerns about literacy and numeracy levels among learners suggest that the focus should be on teaching quality and curriculum delivery rather than the structure of the academic calendar.
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Countries with strong education systems do not succeed merely because their school terms are evenly distributed; they succeed because they invest in teachers, facilities, accountability and student support.
Moreover, school calendars are often shaped by practical realities such as national examinations, public holidays and weather patterns. Unequal terms may sometimes reflect these realities rather than poor planning.
This does not mean balancing school terms is a bad idea. A more predictable calendar can help schools, parents and learners plan more effectively. But policymakers should be careful not to oversell the reform. Administrative neatness should not be mistaken for educational transformation.
If Kenya is serious about improving learning outcomes, the conversation must go beyond balancing the calendar and focus on the fundamental issues that determine what happens inside the classroom.
By Yabesh Omwonga
History Analyst
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