Quality Education for Sustainable Development and National Prosperity
The Achievement Report of the Ministry of Education for Financial Year 2024–2025 reflects a period of significant transformation in Kenya’s education sector, aligned with the aspirations of Vision 2030, the Bottom-Up Economic Transformation Agenda (BETA), and Kenya’s obligations under the Sustainable Development Goal 4 (SDG 4) — Quality Education for All. The report underscores the Ministry’s sustained commitment to delivering quality, relevant and accessible education for all Kenyan learners through strategic policy implementation, targeted investments and evidence-based program management.
The year was defined by the landmark completion of the Competency-Based Curriculum (CBC) rollout to Grade 12. This represents the culmination of a comprehensive curriculum reform that began with Early Childhood Development Education and has progressively transformed every level of schooling. CBC’s emphasis on talent development, applied competencies, critical thinking and preparation for the 21st-century economy marks a fundamental shift from content memorization to holistic learner development. To support this transformation, the Government invested substantially in teacher training for over 350,000 teachers, the production and distribution of over 85 million textbooks and curriculum support materials, the establishment of 1,200 career and technology studies workshops in junior secondary schools, and the development of comprehensive assessment frameworks aligned with the new curriculum’s competency focus.
Enrolment expanded significantly across all levels, driven by the 100% Transition Policy which ensures that every learner completing one level automatically proceeds to the next, removing the historical barrier of examination-based selection at transition points. This policy transformed access: primary school enrolment reached 10.2 million, secondary enrolment grew to 4.1 million — including 2.4 million in junior secondary under the new CBC structure — and TVET enrolment increased by 15% to 185,000 students. These numbers represent real children whose futures are being shaped by the education system, and the Ministry treats that responsibility with the seriousness it demands.
Infrastructure development kept pace with enrolment growth. The Ministry constructed 12,500 additional classrooms, built 450 new laboratories and workshops in secondary schools, established 280 new ECD centres in marginalized areas, and renovated and upgraded 2,800 existing school facilities. These investments are not merely buildings: they are learning environments that shape the quality and safety of the educational experience for millions of learners. The digital transformation program deepened Kenya’s integration of technology into education: 1.8 million digital devices were distributed to learners, 8,500 additional schools were connected to the internet bringing the total to 18,200, and over 12,000 digital content resources were uploaded to the Kenya Education Cloud.
Teacher welfare and professional development remained central to the Ministry’s agenda. The recruitment of 46,000 new teachers on permanent and pensionable terms substantially expanded the teaching workforce, while the promotion of 56,000 teachers improved morale and incentivized performance. Continuous professional development reached 280,000 teachers through various modalities, including CBC pedagogy, digital literacy, special needs education, and leadership and management training. The implementation of enhanced remuneration following Collective Bargaining Agreement negotiations recognized the indispensable role of teachers and improved their ability to focus on their professional mission.
In the TVET sub-sector, 48 institutions were upgraded to centres of excellence, 125 new market-relevant courses were introduced including in artificial intelligence, robotics and renewable energy, and 340 industry partnerships were established for apprenticeship and attachment programs. In higher education, KSh 42 billion was disbursed through HELB to support 520,000 students, the Universities Fund was established with an allocation of KSh 26.8 billion, and 450 research projects were funded through the National Research Fund. Three Kenyan universities entered the top 1,000 global university rankings — a milestone reflecting the improving quality of Kenya’s higher education system.
The Ministry acknowledges the persistence of significant challenges. Classroom deficit remains despite substantial construction. Teacher shortages continue to affect ASAL counties disproportionately. The digital divide between urban and rural schools remains a structural barrier to equitable access to technology-enhanced learning. Budget pressures constrain the pace of reform. And learning outcomes — while improving — require continued, focused attention, particularly in foundational literacy and numeracy. These challenges are recognized, analyzed and addressed in the strategic priorities articulated in Part IV.
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