Education Cabinet Secretary Julius Ogamba (right) with Higher Education PS Beatrice Inyangala (left) and Education PS Belio Kipsang during the release of the 2024 KCSE results at Mitihani House in Nairobi on January 9, 2025.
Secondary school heads have placed the blame for poor performance in national examinations on the government, saying delays and partial disbursements of funds contribute to low quality grades in the Kenya Certificate of Secondary Education (KCSE) examinations.
According to data from the Kenya Secondary School Heads Association(KESHA), the number of students who scored mean grades of E (the lowest grade) has increased from 28,046 in 2020 increased to 46,151 in 2021, decreased to 30,822 in 2022 but rose again to 48,174 in 2023 and slightly increased again to 48,333 in 2024.
Over the same period of time, capitation funds to schools have been reducing. This, the principals say, has resulted in Sh54,220,185,855 owed to schools since 2019. A third of the amount is the deficit for 2024 alone and now the principals draw a direct co-relation to results in national examinations.
“When schools lack adequate resources, performance is greatly affected and this can be attested by the gradual increase in number of E’s countrywide in KCSE in the last three years. It is particularly worrying that from 2022 to 2025 the number of E grades has significantly shot up by a margin of 72 per cent,” reads a report signed by KESSHA chairperson Willy Kuria.
The association further reveals that the financial challenges have also caused teacher retention challenges, particularly those employed by boards of management. Schools find it increasingly difficult to retain experienced teachers due to inadequate compensation and resources, further compromising the quality of education provided. Such teachers leave for better opportunities, contributing to the rising performance gaps.
“Budget constraints have led to reduced support services and counseling, affecting students' emotional well-being. Schools are also unable to provide learning support programs for students who require the periodical intervention of professional counselors and mental health experts,” the report adds.
“Financial disparities have contributed to wider achievement gaps, perpetuating inequality in education. This is especially evident in day secondary schools which rely wholly on capitation funds,” it adds
This situation according to the association is particularly alarming as it highlights how the lack of sufficient funding is not just affecting academic resources, but also the emotional and psychological support that students need to thrive in school. Inadequate counseling and support services are leaving students more vulnerable, potentially further contributing to the increase in poor performance.
“Financial challenges have made it harder for schools to engage parents and the community in the education process. Parents avoid involvement as they believe they will be asked to contribute financial resources. Schools have struggled to offer a wider curriculum due to financial constraints, therefore limiting the learners’ career choices. Subsequently, schools have opted to remain conservative in the range of subject choices that they can offer,” it added
The document by Kessha calls on the government to prioritise adequate funding for schools to ensure that they have the resources necessary to provide quality education and to address the rising number of students with low grades.
Without immediate intervention, the gaps in educational performance are expected to widen, perpetuating inequality across the system.
“Limited funding has resulted in resource constraints, making it difficult for schools to maintain essential facilities and provide necessary teaching and learning materials for students,” he said.
