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MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
REPUBLIC OF KENYA
Education Sector Report 2005
February 2005
TABLE OF CONTENTS
CHAPTER 1...........................................................................................1 1.0 Introduction ......................................................................................1
1.1 Sector Definition ................................................................................. 1 1.2 The sector Vision and Mission Statement .......................................... 1 1.3 Mandate, Core Functions, Activities and Organization...................... 1
CHAPTER 2...........................................................................................5 2.0 Sector Performance...........................................................................5
2.1 Sector Policies and Objectives ......................................................... 5 2.2 Specific Targets for the Sector......................................................... 6 2.3 Analysis of Sector input and output indicators............................... 6
2.3.1 Pre- Primary Education.................................................................... 7 2.4 Core Poverty Reduction Programmes in the Ministry................... 22
2.4.1 Free Primary Education Support Project:.................................... 25 2.4.2 Strengthening Primary Education III ......................................... 25 2.4.3 Non-Formal Primary Education Project....................................... 26 2.4.4 Rehabilitation of Arid zones primary schools .................................. 26 2.4.5 School Feeding Programme........................................................ 26 2.4.6 Expanded School Feeding Programme ........................................ 26 2.4.7 Basic Education Infrastructure Improvement Project - GOK/OPEC 27
2.5 Trends in Expenditure for the Core Poverty Programmes ............. 27 2.6 Analysis of the Outputs and Outcomes Related to these Expenditures ............................................................................................ 28 2.7 Challenges, Constraints/Lessons Learnt ....................................... 29
2.7.1 Pending Bills.................................................................................. 29 2.7.2 Stalled Projects.......................................................................... 31 2.7.3 Quality and Relevance................................................................... 31 2.8 Subsector Issues and Challenges.................................................... 32
CHAPTER 3.........................................................................................36 3.0 Resource Requirements For 2005/2006 – 2007/2008..................... 36 3.1 Investment Programmes.................................................................... 36 3.2 Resource projections and Indicative Budget ................................. 38 3.3 Indicative Donor Commitments over the Next Three Years ............ 40 3.4 New and Enhanced Programmes ....................................................... 43
3.4.1 Early Childhood Programmes. ........................................................ 43 3.5.2 Primary Education Programmes ................................................. 44 3.5.3 School Construction:.................................................................. 45 3.5.4 Capitation Payments to Public Primary Schools:............................. 45 3.5.5 Capitation Payments to Non-Formal Schools: ................................. 45 3.5.6 School Health and Feeding Programmes:........................................ 46 3.5.7 In-service Teacher Training: ........................................................... 46 3.5.8 Other Training and Education Promotion Activities: ....................... 46 3.5.9 Special ASAL Education Programmes ........................................ 46
i
3.6 Secondary Education Investment Programmes............................. 47 3.6.1 Secondary School Infrastructure Improvement: ............................. 47 3.6.2 Targeted Bursary Fund: ........................................................... 47 3.6.3 Secondary Teacher Deployment and Development:........................ 48
3.7 Information Communication Technology:..................................... 49 3.8 Science and Library Equipment: .................................................... 49 3.9 Teacher Training College Programmes (TTC)................................. 49 3.10 Adult Basic Education Programmes ............................................... 50 3.11 AIDS Programmes ........................................................................... 50 3.12 Special Needs Education Proposed Investment Programme ......... 51 3.13 Technical, Industrial, Vocational and Entrepreneurship Training Investment Programme ........................................................................... 51 3.14 University Education ...................................................................... 52 3.15 Management and capacity building Programme ............................. 53 3.16 Quality Assurance and Standards Programme............................... 54 3.17 Other Construction Projects and Development Programmes......... 56 3.18 Teacher Costs ................................................................................. 57
3.18.1 Primary Teachers Salaries ....................................................... 57 3.18.2 Secondary Teacher Salaries..................................................... 58
3.19 Emerging Issues in the Sector ........................................................ 60 3.20 Proposed Strategies for Resource Mobilization ............................. 64
ii
ABBREVIATIONS ADF African Development Fund
AIA Appropriations In Aid
AIE Authority to Incur Expenditure
AIDS Acquired Immune Deficiency Syndrome
ASAL Arid And Semi-Arid Lands
BOG Board of Governors
CBD Community Based Development
CBE Curriculum Based Establishment
CBO Community Based Organisation
CBS Central Bureau Of Statistics
CEMASTEA Centre for Mathematics, Science and Technology in Africa
CIDA Canadian International Development Agency
CHE Commission for Higher Education
DEB District Education Board
DEO District Education Officer
DFID Department for International Development
DPM Directorate of Personnel Management
ECD Early Childhood Development
ECDE Early Childhood Development and Education
EDF European Development Fund
EEC European Economic Commission
EFA Education For All
EMIS Education Management Information System
ERS Economic Recovery Strategy
ERSWEC Economic Recovery Strategy on Wealth and Employment Creation
ESSP Education Sector Strategic Plan
FPE Free Primary Education
GDP Gross Domestic Product
GER Gross Enrolment Rate
iii
GOK Government of Kenya
HELB Higher Education Loans Board
HIV Human Immune Virus
ICT Information and Communication Technology
IDA International Development Association
IED Institute of Economic Development
IIEP International Institute for Educational Planning
INSET In-servicing of Teachers
IPPD Integrated Personnel Pay-Roll Data
JICA Japanese International Corporation Agency
JKF Jomo Kenyatta Foundation
JKUAT Jomo Kenyatta University of Agriculture and Technology
KCPE Kenya Certificate of Primary Education
KCSE Kenya Certificate of Secondary Education
KESI Kenya Education Staffing Institute
KIE Kenya Institute of Education
KISE Kenya Institute of Special Education
KNEC Kenya National Examinations Council
KRA Kenya Revenue Authority
KShs Kenya Shillings
KU Kenyatta University
M&E Monitoring and Evaluation
MOHANH&S Ministry of Home Affairs National Heritage and Sports
MOL&HRD Ministry of Labour and Human Resource Development
MOES&T Ministry of Education Science and Technology
MOH Ministry of Health
MPER Ministerial Public Expenditure Review
MTEF Medium Term Expenditure Frame Work
NCST National Council for Science and Technology
NE North Eastern
NER Net Enrollment Rate
iv
NFE Non-Formal Education
NGO Non-Governmental Organizations
NPER National Public Expenditure Review
ODA Overseas Development Agency
ODE Open and Distance Education
ODL Open and Distance Learning
O&M Operation and Maintenance
OPEC Organization of Oil Exporting Countries
PAYE Pay As You Earn
PDE Provincial Director of Education
PE Personal Emoluments
PEM Public Expenditure Management
PER Public Expenditure Review
PETS Public Expenditure Tracking Survey
PIP Public Investment Programme
PIU Project Implementation Unit
PTR Pupil Teacher Ratio
PTTC Primary Teacher Training College
SACMEQ Southern Africa Consortium for Monitoring Education Quality
SAGA Semi Autonomous Government Agency
SBTD School Based Teacher Development
SEMIS Strengthening Education Management
SEPU School Equipment Production Unit
SIDA Swedish International Development Agency
SEMIC School Instructional Material Committee
SMASSE Strengthening of Teaching Mathematics and Science in Secondary Education
SMC School Management Committee
SPRED Strengthening of Primary Education
SFP School Feeding Programme
v
STD Sexual Transmitted Disease
SWAP Sector Wide Approach
TIVET Technical, Industrial Vocational and Entrepreneurship Training
TSC Teachers Service Commission
TTC Teachers Training College
UNESCO United Nations Educational, Scientific and Cultural
Organizations
UNICEF United Nations Children’s Educational Funds
UON University of Nairobi
UPE Universal Primary Education
WB World Bank
WEUCO Western University College
WEUST Western University of Science And Technology
WFP World Food Programme
YP Youth Polytechnic
vi
EXECUTIVE SUMMARY
The Ministry of Education Science and Technology is the only ministry in the
sector. The sector’s mandate include among other things, education provision,
promotion, facilitation, formulation of policy guidelines on education. It also
coordinate the development of human resource through education, training,
research science and technology.
The sector is divided into five directorates namely; Directorate of Basic
Education; Higher Education; Technical Education; Quality Assurance; and
Policy and Planning. This departments are supported by the various support
units, which includes: Accounts, Finance division, Procurement, Central
Planning Unit and the Administration department.
The sector also has semi-autonomous organizations and agencies that perform
specialized functions. These agencies include; Kenya National Examinations
Council (KNEC), Kenya Institute of Education (KIE), Kenya Education Staff
Institute (KESI), Kenya Institute of Special Education (KISE), Commission For
Higher Education (CHE), Teachers Service Commission (TSC), Higher
Education Loans Board (HELB), Jomo Kenyatta Foundation (JKF), Kenya
Literature Bureau (KLB), Kenya National Commission for UNESCO, and the six
public universities with one university college.
Specific Objectives and Targets for the Sector
To monitor and evaluate progress, the Sector has set specific targets and
objectives as follows:
• Attain UPE by 2005 and EFA by 2015;
• Achieve a transition rate of 70 percent from primary to secondary school
level from the current rate of 47 percent, paying special attention to girls’
education by 2008;
vii
• Enhance access, equity and quality in primary and secondary education
through capacity building for 45,000 education managers by 2005;
• Construct/renovate physical facilities/equipment in public learning
institutions in disadvantaged areas, particularly in ASALs and urban slums
by 2008;
• Develop a national training strategy for TIVET by 2005, and ensure that
TIVET institutions are appropriately funded and equipped by 2008;
• Achieve 50 percent improvement of levels of adult literacy by 2010; and
• Expand public universities to have an increased capacity of by 2015 and
increase the proportion of all students studying science related courses to
50 percent, with at least one third of these being women by the year 2010.
To achieve this objectives the ministry has identified a number of projects and
categorized them as core poverty reduction programmes which are aimed at
improving access, equity, quality, retention and completion rates at both the
primary and secondary school levels. The core poverty reduction programmes
includes among others:
• School feeding Programme
• Secondary schools Bursaries
• FPE support to primary schools
• Primary and Secondary infrastructure projects.
• Support to ECDE
• Support to Special Education
Although the sector recorded success with the introduction of FPE in 2003
there is need for strong support in order to meet the present challenges that
reflect the impact of a wide range of externalities such as drought, pervasive
poverty and the increasing number of orphans due to the impact of the
HIV/AIDS epidemic. To improve access and retention there will be need to
enhance school feeding programmes, introduce appropriate teaching and
viii
learning environments, improved deployment of teachers and reasonable class
sizes
The sector further faces challenges as regards the education system, which
lacks a national learning achievement assessment system that is pertinent in
establishing the levels of learning achievement at various levels. Consequently,
the examinations at the end of each school cycle (Kenya Certificate of Primary
Education (KCPE) and KCSE constitute the main assessments nationally
accepted in measuring the level of attainment during the school cycle. This
system is, however, deficient of inbuilt mechanisms that should be used in
implementing collective measures before the final year of the school cycle.
This sector report and the financial plan for the period 2004/05 to 2006/07
focuses on strategies aimed at improving service delivery and productivity. In
its endeavour to achieve the overall goal of EFA by 2015, as articulated in the
ERS Paper, the sector is faced with the challenge of reconciling scarce resource
availability with the spending needed to achieve the sectors’ goals. To achieve
the objectives of the sector, projects will be prioritised both ongoing and new.
Preference will be given on project and programmes that have the highest
impact on poverty reduction and those that will help in the achievement of the
MDGs and the EFA goals.
Outstanding Sectors Issues Despite the sectors performance being outstanding in the last few year it is
still faced with various challenges as it endeavors to achieve the MDGs and the
EFA goals as part of its national and international commitments on education.
Among the issues are:
1. Pending Bills: These have accumulated in both recurrent and
development areas. Over 90 percent of these pending bills are in the university
ix
sub- sector. The total pending bill both recurrent and development amounts to
Kshs.3.4 billion.
2. Funding for Parastatals:: Arising from the Head of Civil Service circular
on salaries for parastatals, some parastatals in the sector have already made
commitments to increase salaries for their employees. The sector will need to
address this issue with a view to coming up with ways to raise the budget
deficit that is likely to arise.
33.. FFuunnddiinngg ffoorr KKEESSSSPP aanndd DDoonnoorr CCoommmmiittmmeennttss:: Since June 2004, the
sector has been working with a wide range of stakeholders in including
development partners to develop a SWAP for the development of the sector.
4. University Salaries and other Allowances: The government awarded a
salary increment for both the academic and non-academic junior staff effective
July 2004. However, the award did not cater for the pension contribution from
the employer, which is on average 25% of the basic pay.
5. New Construction Project: Though the Government has provided very
little for capital projects, the sector feels strongly that two of its projects namely
TSC headquarters and Mitihani House needs to be adequately funded and
completed since it will lead to savings in terms of rent currently being paid by
the two institutions.
6. Adult Education: The sector is expected to address all issues pertaining
to education and training. However, the department of adult education is in
the Ministry of Gender and Sports. This makes it difficult for the Ministry of
Education, Science and Technology to implement programmes that are geared
towards education for all in as far as adult literacy is concerned.
7. TIVET and University Education: Over the years investment in these
two sub-sectors has been very low. The Government recognizes the role played
by these two sub-sectors in achieving the industrialization goals of the
economy hence need to increase funding to the sub sector.
8. HIV/AIDS: The pandemic has had a devastating effect creating an
estimated 1.5 million orphans who have little or no access to education. The
x
sector is therefore proposing a HIV/AIDS support programme to cater for those
out of school.
9. Early Childhood Development And Education: Early Childhood
Education is aimed at preparing the child to enter into the primary education
system. Failure to properly prepare these children will have negative effects.
The sector therefore proposes to accommodate this level of learning as part of
the basic education.
Proposed Strategies for Mobilizing Resources in the Sector:
The Government is expected to continue financing the education sector at an
increasing level, with the development partners expected to play an important
role in funding the proposed incremental investment programme over the next
five years. Communities, parents and students themselves will inevitably have
to bear a major part of the burden of the costs of funding the expansion of
education in Kenya, reflecting the high public demand for education.
As a measure to address the above issues, the ministry proposes among other
things to adopt a comprehensive set of strategies to achieve increased
investments in order to achieve the MDG’s and EFA goals. Among the
strategies to be used include:
• Continued dialogue with the stakeholders who will include the private
sector, NGO’s, the civil society and the development partners
• Establishment of a consultative forum for mobilizing resources from the non
conventional sources especially outside the government .
• Evaluation of best practices from other countries such as Rwanda where the
Government has a program to guarantee loans for investment in the
education sector with a view to adoption.
• Consideration of The Build Operate and Transfer (BOT) strategy where
education institutions construct facilities which they later on lease to
private sector for operation.
xi
• Enhancing of the tax exemptions and waivers for educational investments to
include more components.
• Accelerating the implementation of the policy of giving more autonomy to
the parastatals in the ministries especially the universities
• Devise more incentives for people wishing to invest in the education sector.
• Setting aside infrastructure (including land) for establishment of education
institutions.
xii
CHAPTER 1
1.0 Introduction
1.1 Sector Definition The Education Sector is responsible for the provision and co-ordination of
education, training, research, science and technology, education policy
formulation and implementation at all levels of learning. Currently the sector
has one Ministry i.e. Ministry of Education, Science and Technology.
1.2 The sector Vision and Mission Statement The sector’s vision is “Quality Education and Training for Development” which
translates to “Elimu Bora Kwa Maendeleo” in Kiswahili. It focuses on the
development of an individual’s personality to enable her/him fit into society as
a productive and civil member of the society. It also seeks to offer equal
opportunity to all learners.
The mission of the sector is to promote, provide and coordinate lifelong
education and training for sustainable development. It is therefore responsible
for promoting, facilitating, formulating policy guidelines on education and
coordinating the development of human resource through education, training,
research science and technology.
1.3 Mandate, Core Functions, Activities and Organization
The sector fulfils its mission through setting of policies and guidelines on:
• Provision of education services and support services; and
• Regulatory activities
• Quality and standards assurance
• Research
• Costing and Financing of education sector inputs.
1
The functions and mandate as provided for under the Presidential Circular
No.1/2004 therefore include: inspection and supervision of education
institutions, teacher education and management, schools administration and
programmes, registration of education and training institutions, curriculum
development, examinations and certification, school equipment; ECDE,
primary and secondary education, special education, university education,
continuing education, TSC, KIE, KNEC, SEPU, CHE; HELB, KESI, UNESCO,
JKF, KLB, technical education, Technical Training Institutes, Institutes of
Technology, National Polytechnics, promotion of research, science and
technology; NCST, research authorization, co-ordination, department of
research development and CEMASTEA.
Recent reforms in the sector have seen the creation of five directorates and the
office of Education Secretary. The five directorates are: Directorate of Basic
Education; Higher Education; Technical Education; Quality Assurance; and
Policy and Planning.
(a) Directorate of Basic Education: The Directorate is responsible for
ECDE including pre-primary education programmes, primary education,
special education, and Non-Formal Education (NFE). It also has a special
mandate to promote and popularize Open and Distance Learning at all levels.
Under the same directorate, there is the Special Education Division which
focus on the learning needs of the hearing impaired, the blind, physically and
mentally handicapped and children with special needs.
(b) Directorate of Higher Education: The Directorate is mandated with the
co-ordination of secondary education, the universities and other tertiary
institutions of learning. The secondary education division’s objectives are to
increase access and participation; improve the quality of secondary education;
and to improve management capacities and accountability in secondary
schools. The higher education division also coordinates university policies in
2
conjunction with CHE and HELB, in that the development and enhancement of
skills in response to Kenya’s human resource requirements.
The Directorate also co-ordinates the pre-service teacher training in both
Primary Teachers Training colleges and the Diploma teacher training colleges.
(c) Directorate of Technical Education: The Directorate of TIVET is
mandated to ensure equitable access, attendance retention and achievement of
knowledge, skills and attitudes. Its mission is to provide a co-ordinated,
efficient and high quality system, relevant to the needs of the economy. It also
strives to ensure a sufficient, productive, and well-motivated and competent
workforce. It therefore formulates policies, develops curricula and coordinates
the in-service training of trainers, for the development and supervision of
TIVET institutions.
The Directorate is in the process of expanding TIVET in line with population
growth and the demands of the economy; to promote private sector investment
in TIVET, provide bursaries and loans to the needy; establish a mechanism for
the accreditation of National Polytechnics to offer degree programmes; and to
improve quality and relevance of TIVET programmes.
(d) Directorate of Quality Assurance and Standards: The Directorate
provides quality assurance in education. It also establishes, maintains and
improves educational standards. It is responsible for the inspection of schools
and teachers to determine if the curriculum is being implemented and the
educational programmes delivered efficiently. It is also responsible for feedback
on all educational institutions (except universities) to education stakeholders,
and ensuring quality teaching in all learning institutions.
The inspection units work closely with KIE in the review and the development
of the curriculum. The Directorate in conjunction with KNEC also moderate
examinations. It also recommends books for use in schools as well as ensuring
3
in-service training of teachers and educational managers. In addition, the
Directorate is also responsible for career guidance and Counselling.
(e) Directorate of Policy and Planning: The Directorate is mandated
with the co-ordination of the MOES&T’s overall policy formulation and review;
project co-ordination; education planning, education sector expenditure review,
education statistics (including school mapping) and the EMIS and the HIV-
AIDS control unit.
(f) Other Support Divisions: The Ministry has other support units,
which support the professional departments. These are: Administration,
Personnel, Accounts, Finance, Central Planning Unit and Procurement
divisions.
1.4 Semi Autonomous Governmental Agencies and Parastatals under the
Ministry
The MOES&T has semi-autonomous organizations and agencies that perform
specialized functions. These agencies include; Kenya National Examinations
Council (KNEC), Kenya Institute of Education (KIE), Kenya Education Staff
Institute (KESI), Kenya Institute of Special Education (KISE), Commission For
Higher Education (CHE), Teachers Service Commission (TSC), Higher
Education Loans Board (HELB), Jomo Kenyatta Foundation (JKF), Kenya
Literature Bureau (KLB), and the six public universities with one university
college.
4
CHAPTER 2
2.0 Sector Performance
2.1 Sector Policies and Objectives
The overall goal of the education sector is to achieve EFA by 2015 in line with
the national and international conventions, while the short-term goal is to
attain UPE by 2005. The sector/ministry has set the following specific
objectives and targets in cognizance of the national and international goals.
• Develop a comprehensive ECDE policy paying special attention to gender,
the vulnerable and disadvantaged children by 2005;
• Ensure that all children, including girls, children in difficult circumstances,
and those from marginalized/vulnerable groups, have access to free and
compulsory primary education by 2010;
• Eliminate gender and regional disparities in primary and secondary
education by 2005;
• Improve education and training quality so that recognized and measurable
learning outcomes are achieved, especially in literacy, numeracy and
essential life skills relevant to the world of work by 2010;
• Ensure that the learning needs of all, both young people and adults, are met
through equitable access to appropriate learning and life-skills programmes
by 2015;
• Achieve universal adult literacy, especially for women by 2015;
• Promote and popularize Information and Communication Technology (ICT)
as well as science and technology education by 2008;
• Promote and popularize Open and Distance Learning (ODL) at all levels of
education and training by 2010;
• Improve the quality and relevance of teaching, learning and research at
universities and TIVET institutions by 2010;
5
• Increase the proportion of women in teaching, administration and research
at all levels of education by 2010
• Introduce new modes of operation which will provide linkages between all
higher education and training institutions with communities by 2010; and
• Ensure quality management capacities amongst education managers and
other personnel involved in education at all levels by 2010.
2.2 Specific Targets for the Sector
To monitor and evaluate progress, the Sector has set specific targets as follows:
• Attain UPE by 2005 and EFA by 2015;
• Achieve a transition rate of 70 percent from primary to secondary school
level from the current rate of 47 percent, paying special attention to girls’
education by 2008;
• Enhance access, equity and quality in primary and secondary education
through capacity building for 45,000 education managers by 2005;
• Provide adequate physical facilities in public learning institutions in the
ASALs and urban slums by 2008;
• Develop a national training strategy for TIVET by 2005;
• Achieve 50 percent improvement of levels of adult literacy by 2010; and
• Expand public universities and increase the proportion of all students
studying science related courses to 50 percent, with at least one third of
these being women by the year 2010.
2.3 Analysis of Sector input and output indicators
This section aims at assessing the performance of the sector on the basis of
input indicators such as number of teachers, textbooks, classrooms and all the
resources spent in the sector and relate the same to output indicators like
enrollments, completion rates, retention rates, transition rates and efficiency in
teacher utilization. The input and output indicators analysis will provide the
6
necessary platform for assessment of efficiency and effectiveness of the
education programmes.
2.3.1 Pre- Primary Education
The pre-primary national GERs have decreased from 48 percent in 1998 to
41.2 percent in 2002 as shown in Table 2.1. Nairobi Province had the highest
GER throughout the period under review having recorded a GER of 102.3
percent for boys and 118.2 percent for girls in 1998. In the year 2002, the
GER for Nairobi was 105.7 percent for boys and 107.2 for girls. Highest GER
nationally was 48.4 percent for girls and 47.6 percent for boys in 1998, while
the lowest GER nationally was 38.3 percent for girls and 42.4 percent for boys
in 2001.
North Eastern Province has the lowest GER having recorded a high of 14.3
percent for boys in 1998 and 9.6 percent for girls in 2000. This implies that
there was a great disparity between the regions and the sexes. This is
attributable to inequitable availability of educational opportunities between
regions and gender.
7
8
19
20
Tabl
e 2.
1: G
ross
Enr
ollm
ent
Rat
es a
t Pr
e-Pr
imar
y: 1
998
– 20
03 (P
erce
nt)
19
9899
0020
0120
0220
03 Pr
ovin
ce
Boy
s G
irls
B
oys
Gir
ls
Boy
s G
irls
B
oys
Gir
ls
Boy
s s
Gir
ls
Boy
Gir
ls
Coa
st
7 47
.1
47.9
42
.9
41.2
38
.6
7 37
.7
41.7
7
2 5
49.
41.
35.
35.
34.
Cen
tral
9
54.7
50
.6
50.2
40
.4
37.8
6
35.0
35
.1
6 2
5 52
.39
.29
.26
.24
.
Eas
tern
9
52.2
45
.7
44.4
43
.2
39.4
2
37.7
44
.5
6 5
2 50
.41
.39
.45
.41
.
Nai
robi
3
112
110
124
116
121
7 11
0 10
7 2
4 4
102.
8.4.
8.7.
2.10
5.0.
5.10
7.10
7.10
8.
Rift
Val
ley
50.2
47
.9
40.5
38
.5
47.4
56
.3
6 43
.1
49.1
5
3 8
47.
42.
46.
43.
Wes
tern
2
45.0
40
.2
40.5
39
.8
38.0
4
36.7
50
.7
7 4
5 42
.41
.40
.45
.42
.
Nya
nza
39
.9
44.2
40
.3
40.2
40
.0
36.5
5
34.8
43
.5
7 7
5 39
.36
.51
.47
.
Nor
th E
aste
rn
3 9.
2 3
9.2
5 9.
6 4
8.6
2 2
7 3
14.
13.
13.
11.
11.
8.12
.10
.
Tota
l 6
48.4
43
.5
42.4
43
.0
43.2
4
38.3
44
.4
3 48
29
47
.42
.38
.45
.43
.
Tota
l 0
43.0
43
.1
3 2
38
48.
40.
41.
44.
Sou
rce:
MO
ES
T
2.3.2 Primary Education
The GER for primary education was showing declining trends upto 2002 but
after the introduction of FPE, the GER in public primary schools rose to 98.1
percent in 2003 and further to 101.5 percent in the year 2004. The increase in
enrollment rates indicates that there is overwhelming community support in
having more children enrolled in public schools. In the year 2003, Western and
Eastern Provinces recorded the highest GER, which occurred after the
implementation of FPE as shown in table 2.2.
9
10
20
20
20
20
Tabl
e 2.
2 Pr
imar
y Sc
hool
s G
ross
Enr
olm
ent
by P
rovi
nce,
199
9- 2
003
Prov
ince
19
9900
0102
0320
04
B
oys
Gir
ls
Tota
l B
oyta
l B
oyta
l B
oyta
l B
oys
Gir
ls
Tos
Gir
ls
Tos
Gir
ls
Tos
Gir
ls
Tota
l B
oys
Gir
ls
Tota
l C
oast
78
.965
.672
.372
.861
.367
.172
.260
.666
.568
.057
.062
.590
.867
.873
.890
.877
.684
.2
Cen
tral
10
8.5
110.
610
9.6
99.5
102.
210
0.8
99.1
101.
710
0.4
89.8
91.0
90.4
95.1
95.5
95.3
94.5
92.6
93.5
Eas
tern
10
4.3
102.
110
3.2
100.
810
4.9
102.
899
.610
3.6
101.
510
2.9
105.
010
4.0
112.
411
1.3
111.
811
8.3
115.
411
6.9
Nai
robi
53
.249
.251
.129
.333
.631
.329
.233
.331
.126
.229
.927
.948
.336
.139
.135
.940
.838
.2
Rift
Val
ley
88.1
86.0
87.1
95.0
88.9
92.0
94.8
88.7
91.7
99.7
90.7
95.2
104.
599
.810
2.2
108.
610
0.7
104.
6
Wes
tern
10
1.1
102.
710
1.9
101.
610
1.8
101.
710
1.0
101.
110
1.0
100.
291
.895
.813
1.6
120.
012
5.5
140.
112
3.4
131.
3
395
.196
.710
1.9
99.3
100.
610
0.9
98.3
99.6
106.
010
2.2
104.
112
1.1
116.
911
9.0
116.
710
9.1
112.
9
N. E
aste
rn
23.6
12.6
18.5
26.4
13.9
20.5
25.6
13.7
20.0
26.1
13.4
20.2
30.3
16.3
23.8
31.0
16.9
24.5
Gra
nd
Tota
l 91
.689
.290
.488
.687
.588
.087
.986
.887
.488
.585
.186
.810
0.6
96.1
98.1
102.
797
.099
.8
Nya
nza
98
.
Sou
rce:
M
inis
try
of E
duca
tion
, Sci
ence
an
d Te
chn
olog
y Ta
ble
2.3
Com
plet
ion
Rat
es 1
995
to 2
002
Coh
ort
1995
Std
1 E
nrol
men
t 20
02 S
td 8
Enr
olm
ent
% C
ompl
etin
g St
d 8
Prov
ince
B
OYS
G
IRLS
T
OTA
L
BO
YS
GIR
LS
TO
TAL
B
OYS
G
IRLS
T
OTA
L
Cen
tral
73,
899
68,
973
1
42,8
72
4
0,69
3
4
3,54
2
8
4,23
5
55.1
%63
.1%
59.0
%C
oast
35,
206
28,
406
63,
612
15,
830
12,
362
28,
192
45
.0%
43.5
%44
.3%
Eas
tern
90,
048
84,
866
1
74,9
14
4
6,85
3
5
1,70
2
9
8,55
5
52.0
%60
.9%
56.3
%N
airo
bi
1
1,18
0
1
0,74
0
2
1,92
0
8,0
92
8,1
65
1
6,25
7
72.4
%76
.0%
74.2
%N
orth
Eas
tern
3,1
29
1,4
46
4,5
75
2,6
76
1,0
39
3,7
15
85.5
%71
.9%
81.2
%N
yan
za
9
0,82
4
8
8,19
9
179
,023
46,
635
36,
654
83,
289
51
.3%
41.6
%46
.5%
Rift
Val
ley
116
,936
1
06,3
30
223
,266
1
03,2
32
5
9,07
5
162
,307
88
.3%
55.6
%72
.7%
Wes
tern
70,
913
70,
980
1
41,8
93
2
6,31
7
2
5,59
1
5
1,90
8
37.1
%36
.1%
36.6
%N
atio
nal
492
,135
4
59,9
40
952
,075
2
90,3
28
238
,130
5
28,4
58
59.0
%
51.8
%
55.5
%S
ourc
e:
Min
istr
y of
Edu
cati
on, S
cien
ce a
nd
Tech
nol
ogy
Primary education completion rates have improved over the years, from 45.8
percent in 1999 to 57.2 percent in 2003. However, the completion rates have
been low indicating a high wastage in primary education. Table 2.3 shows that
949,787 pupils were admitted in Standard 1 in 1996 but only slightly more
than half (543,559 pupils) completed their primary education in 2003. This
translates to a completion rate of 57.2 percent, girls constituting 58.4 percent
and boys, 56.7 percent.
2.3.3 Primary to Secondary School Transition Rate
The transition rate from primary to secondary was 46.7 percent in 2003 as
shown in Table 2.4. This transitional rate is the highest since 1992 when the
rate was 38.4 percent. The Ministry will adopt policies that seek to expand
secondary education to avail more places. The issue of poverty and cost of
education will be addressed by providing a targeted bursary programme in
future.
Further analysis show that repeaters form about 10 percent of total enrolment
in primary school. This implies that 10 percent of resources are wasted on
pupils because they repeated classes. The policy of ranking schools in national
examinations over the years led to many schools forcing their pupils whom
they thought would not perform well to repeat so that they do not end up
lowering their mean grade. Parents also encourage pupils to repeat so that
they may have better grades to enable them access better secondary schools.
Long absenteeism from school affects performance and therefore encourages
repetition. The Government is currently addressing the issue of facilities in
secondary schools as a way of reducing the facilities gap in all public secondary
schools. The Ministry has already established a new way of candidate ranking
rather than school ranking.
11
Table 2.4 Transition Rate from Primary to Secondary School by Gender:
1991-2003
Enrolment in Std 8 (‘000)
Enrolment in Form 1 (‘000)
Percent transiting to Form 1
Year in Std 8
Year in Form 1 Boys Girls Total Boys Girls Total Boys Girls Total
1990 1991 210.4 174.1 384.5 95.5 76.1 171.6 45.4 43.7 44.6 1991 1992 207.3 173.7 381.0 97.3 78.1 175.4 46.9 45.0 46.0 1992 1993 195.0 198.8 393.8 81.5 69.6 151.1 41.8 35.0 38.4 1993 1994 210.4 185.3 395.7 90.8 78.1 168.9 43.2 42.1 42.7 1994 1995 212.5 190.3 402.8 96.4 83.6 180.0 45.4 43.9 44.7 1995 1996 211.6 194.0 405.6 97.4 85.9 183.3 46.0 44.3 45.2 1996 1997 217.3 199.0 416.3 98.5 88.6 187.1 45.3 44.5 44.9 1997 1998 224.6 209.3 433.9 102.4 92.8 195.3 45.6 44.3 45.0 1998 1999 221.0 215.3 436.3 105.2 95.8 201.0 47.6 44.5 46.1 1999 2000 246.6 228.0 474.6 108.1 97.2 205.3 43.8 42.6 43.3 2000 2001 235.6 227.8 463.4 112.2 103.4 215.6 47.6 45.4 46.5 2001 2002 261.7 246.6 508.3 116.2 105.2 221.5 44.4 42.7 43.6 2002 2003 296.9 244.5 541.3 129.4 121.7 251.1 43.6 49.8 46.7 Source: Ministry of Education, Science and Technology
2.3.4 Secondary Education
The number of secondary schools has increased from 3,166 in 1999 to 4,071 in
2003 an increase of 9.7 percent as shown in Table 2.5. In 2003, there were
3,583 public schools as compared to 488 private schools. This indicates that
there is strong investment by private investors in secondary education, as their
institutions constitute 11.7 percent of the total schools.
Table 2.5 shows that in 2003, the highest number of secondary schools was in
Rift Valley, 813 public and 164 private, followed by Nyanza Province with 737
public schools and 62 private schools. The lowest number of secondary
schools was in North Eastern Province with only 22 public schools and no
private schools.
12
Table 2.5 Number of Secondary Schools by Province: 1999 – 2003
1999 2000 2001 2002 2003 Province Public Private Public Priva
te Publi
c Privat
e Publi
c Private Public Private
Coast 145 16 146 17 153 31 150 38 143 43 Central 554 36 514 43 629 36 602 48 661 65 Eastern 513 88 645 100 611 73 634 86 706 90 Nairobi 48 47 48 47 48 47 48 47 48 47 Rift Valley 540 128 527 139 666 160 674 152 813 164 Western 406 16 356 13 449 14 448 14 453 17 Nyanza 557 47 531 44 663 52 669 52 737 62 N. Eastern 22 3 24 3 22 3 22 - 22 - Total 2,785 381 2,791 406 3,241 416 3,247 437 3,583 488 Total 3,166 3,197 3,657 3,684 4,071
Source: Ministry of Education, Science and Technology
2.3.4.1 Enrolments
In the last five years, the enrolment in secondary schools has increased by 29.8
percent from 695,025 students in 1999 to 902,276 students in 2003 as shown
in Table 2.6. In 2003, the highest enrolment was recorded in Central Province
with 195,575 students followed by Rift Valley and Nyanza Provinces at 192,770
and 152,730 students respectively. Nairobi and North Eastern Provinces had
the lowest enrolment at 41,640 and 7,610 respectively.
Table 2.6 Secondary Schools Enrolment by Sex and Province:
1999 – 2003 (Thousands)
1999 2000 2001 2002 2003 Province Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Coast 26.8 22.13 28.7 23.6 29.4 25.7 23.3 18.5 29.7 27.75 Central 76.9 87.43 85.1 88.4 88.3 93.7 90.8 96.2 96.0 99.56 Eastern 63.6 61.18 67.0 66.2 71.8 68.7 74.1 70.9 72.5 69.69 Nairobi 26.0 18.69 9.75 8.33 7.92 5.95 20.1 15.2 22.6 19.04 Rift Valley 71.1 56.71 80.2 63.6 101. 84.0 92.9 76.8 103. 89.77 Western 28.7 25.92 51.8 48.0 47.8 47.8 51.2 51.0 54.5 52.17 Nyanza 69.5 54.79 77.9 58.1 80.9 59.0 86.8 63.0 89.6 68.13 N. Eastern 3.79 1.35 3.65 1.46 3.54 1.58 3.51 1.58 5.03 2.58 Total 366. 328.2 404. 357. 430. 386. 443. 393. 473. 428.6Source: 695.03 762.41 817.66 836.52 902.28
Source: Ministry of Education, Science and Technology
13
2.3.4.2 Completion Rates
In 1999, the secondary completion rate was 87 percent increasing to 95
percent in 2001 as shown in Table 2.7 below. However, the rates dropped to
89 percent in 2003 with boys constituting 90 percent as compared to the girls
89 percent. There is no significant gap in completion rates between the boys
and the girls at secondary school. The reasons attributed to drop out at this
level are costs of schooling, unfriendly school environment especially for girls
and lack of anticipated future benefits of education.
Table 2.7 Secondary School Completion Rates by Gender: 2003
Year in Enrolment in Form 1 ('000)
Enrolment in Form 4 ('000)
Percent completing Form 4
Form 1 Form 4 Boys Girls Total Boys Girls Total Boys Girls Total 1996 1999 96,302 84,235 180,537 84,233 72,232 156,465 87 86 87 1997 2000 98,487 88,614 187,101 91,700 78,371 170,071 93 88 91 1998 2001 102,449 92,813 195,262 98,920 86,987 185,907 97 94 95 1999 2002 105,231 95,773 201,004 99,303 85,881 185,184 94 90 92 2000 2003 108,116 97,196 205,312 97,541 86,121 183,662 90 89 89
Source: Ministry of Education, Science and Technology
2.3.5 Teacher Analysis
2.3.5.1 Teachers Staffing Levels
At present, TSC has requested to be allowed to recruit more teachers to cope
with the increased enrollments resulting from FPE programme. Available data
show that some schools are already overstaffed while others are understaffed.
The Ministry has over the last year tried to harmonize this by transferring
teachers from overstaffed schools to understaffed ones. The Ministry has
decentralized employment of teachers so that they are employed at the district
level where vacancies exist. However, some social economic factors affect this
exercise of harmonization. The Ministry has also restricted recruitment to only
replacement of those who leave through natural attrition.
14
Currently, the Ministry has commissioned a staffing norms study that will look
into the options open to staffing on long term rather than short-term basis.
Considerations on the optimum staffing levels will be established. Introduction
of FPE has put pressure on teachers as some class sizes have increased to over
100 pupils in rural areas and 120 pupils per teacher in urban slums. The
national PTR is 43 pupils. Table 2.8 shows the average TPR in both secondary
and primary in the last 5 years.
Table 2.8 Primary and Secondary Pupil Teacher Ratios: 2000 – 2004
Sub-sector 2000 2001 2002 2003 2004
Primary 35:1 34:1 35:1 41:1 43:1
Secondary 19:1 18:1 18:1 19:1 16:1
Source: Economic Survey 2004 2.3.5.2 Teachers’ Salaries
The teachers wage bill is quite high taking over 80% of the Ministry recurrent
budget. Using the established staffing norms and in order to control wage bill
the Government will in the short term make adjustments on the utilization of
teachers by adjusting the workloads. The recent curriculum reforms aims at
reducing the cost to Government and parents and reducing workload for
pupils/students and the teachers.
2.3.5.3 Teacher Deployment at Secondary Level
The current PTR in secondary is 16:1. Most of the specialized courses in
secondary schools are optional and hence have very small class sizes in most
schools. Currently, only English, Kiswahili, Mathematics and one Science
subject are compulsory courses. Reforms in teacher employment and
deployment should focus on the revision of the CBE and raise the existing
minimum norm of teaching load of 27 lessons per week. International
standards recommend about 35 lessons a week.
15
2.3.5.4 Classrooms and Other Facilities
The introduction of FPE has led to overcrowding in some schools. The
Government has already undertaken school census and school mapping. The
data when analyzed will give the level of enrolment in each particular school
and will also provide information on other school facilities. The Ministry will
strengthen the process of planning for physical infrastructure by working
closely with MOR&PW to develop building codes for all public schools. Already
the OPEC has given a loan in support of repair and construction of four
schools per district.
The issue of school maintenance and expansion will be addressed and through
partnerships between the Government, development partners and
communities. Funds will therefore be sought to provide friendly learning
environment especially in the ASAL and slum schools.
2.3.6 Enrolment in Adult Education
The 1999 Population Census Report gives the number of illiterate adult
population in Kenya at 4.2 million with 61.1 percent being women. A greater
proportion of both the poor and non-poor living in the urban areas are literate
compared to those in the rural areas. This is because they are more likely to
have access to literacy learning facilities and opportunities. A higher
proportion of males in both the poor and non-poor are literate compared to the
females as shown in Table 2.9 below. Only 65.5 percent of the female poor are
literate compared to 81.4 percent of the male poor while literacy rates for the
non-poor are 89.9 percent and 75.9 percent for males and females respectively.
Regional comparison shows that poor females from the Coast had the lowest
literacy rate of only 37.7 percent. There is need for policy intervention to
bridge the gender disparities in literacy rates.
16
Table 2.9 Enrolment in Adult Education by Sex 1993-2004
Year Male Female Total 1993 27,829 90,026 117,8551994 26,594 87,684 114,2781995 26,168 82,739 108,9071996 26,180 74,081 100,2611997 27,734 75,540 103,2741998 26,639 90,476 117,1151999 30,200 71,061 101,2612000 25,802 68,101 93,9032001 26,479 66,573 93,0522002 41,341 73,524 114,8652003 31,305 77,126 108,4312004
Source: Department of Adult Education
2.3.7 Technical, Industrial, Vocational and Entrepreneurship Training
Institutions
Enrolment in TIVET institutions in general has been on the increase. The
enrolment of regular students in the National Polytechnics increased by 29.35
percent from 9,603 in the year 1999 to 32,718 in 2003. Enrolment in technical
training institutes and institutes of technology rose from 23,661 in 1999 to
32,718 in 2003. Female student enrolment constituted 32.5 percent of total
student enrolment. Kenya Polytechnic recorded the highest enrolment at 6,504
or 46.1 percent of the total polytechnic enrolment. Kisumu Polytechnic
registered the lowest enrolment of 2.3 percent of the total; as shown in Table
2.10 below. The overall increase in enrolment is due to the diversification of
courses offered in the institutions that have been reviewed to make them
relevant to the job market.
17
Table 2.10 Enrolment in Technical Training Institutions by Sex, 2003
Institution Male Female Total Percent Female Institutes of Technology 4,800 3,927 8,727 45.00 Technical Training Institutes 5,436 4,448 9,884 45.00 Kenya Polytechnic 4,488 2,016 6,504 40.00 Mombasa Polytechnic 2,647 1,390 4,037 34.43 Eldoret Polytechnic 1,523 684 2,207 30.99 Kisumu Polytechnic 937 421 1,358 31.00 Total 19,831 12,886 32,717 39.39 Source: Economic Survey 2004
Due to the limited places available at the TIVET only a small percentage of
school leavers are absorbed. There are gender disparities in enrolments in
technical training institutions due to the attitude towards technical courses.
Again the present unit cost of training in the public TIVET is high and
unaffordable to many families (estimated at KShs 110,000). It is, therefore,
necessary that the student loan scheme be extended to students joining
polytechnics and technical institutions. It is also necessary to rehabilitate
equipments in the TIVET institutions to have modern facilities both in the
TIVET and polytechnic.
2.3.8 Non-Formal Primary (Special Schools) Education This unit deals with alternative approaches to schooling. The Ministry will
strive to ensure that the disadvantaged children who cannot be fully integrated
to the formal education system due to various challenges undergo the formal
education. Efforts are underway to ensure that the children undergo primary
education so as to enable them transit to secondary schools. The previously
non formal centers will be registered as special primary schools and the
curriculum will be reviewed to be in line with the formal primary education.
The Ministry has further developed guidelines to support community schools in
slums and other disadvantaged areas with textbooks and school feeding
commodities.
18
2.3.9 Teachers Training Colleges In the year 2001/2002 academic year, the 29 PTTCs in the country had a total
enrollment of 15,730 trainees up form the previous year’s 15,709 students.
This represented an increase of 0.13 percent. The female population
constituted 48.25 percent of the total. A total of 8 private teacher's colleges
had an enrolment of 2,223 students. The two teacher training diploma colleges
recorded an enrolment of 2,225 students of which 50.92 percent were female
trainees. The enrolment in diploma colleges, however, reduced from 2,129 in
the year 2001 to 2,097 in the year 2002/2003.
Table 211 Enrolment in Primary Teachers Training Colleges: 1998/99 -
2002/2003
Year Women Men Total
1998/99 3,194 3,484 6,678
1999/00 7,326 6,990 14,316
2000/01 7,399 8,310 15,709
2001/02 7,590 8,140 15,730
2002/03 8,515 8,229 16,796
Source: Ministry of Education, Science and Technology Enrolment has increased in the teachers colleges as a result of the increase in
the number of PTTC's and also due to the large number of form four leavers
who do not secure vacancies in other tertiary institutions. The high costs in
terms of fees, uniforms, transport, purchasing of textbooks and other expenses
directly incurred by students are prohibitive given that employment
opportunities after graduation is not guaranteed. Regular teacher training
colleges should train for an all-inclusive education with respect to special
education, multi-grade, multi-shift, non-formal and ICT.
19
2.3.10 University Education University education recorded phenomenal achievement over the last two
decades. The number of public universities increased from one at
independence to six and one university college in 2003. The country has also
experienced the establishment of private universities due to the increasing
demand for university education. In total, the enrolment in universities grew
from 3,443 in 1970 to 9,044 in 1984 and to 43,038 in 1994 and 67,558 in
2003 for all public and private universities. The demand for parallel university
programmes has also substantially increased enrolment. Table 2.11 shows the
trend in enrolment from 1993 to 2004 whereas Table 2.12 shows the graduates
from public universities from 1999/00 to 2003/04. The CHE is working closely
with the universities to implement reforms that will enhance efficiency in
delivery of services.
Table 2.12 Enrolment at Public and Private Universities: 1998/99-
2003/2004
Year Female Male Female Male Female Male Female Male
% increase % increase
1998/1999 12,339 28,231 3 1 3,382 3,609 22 101999/2000 12,770 28,498 6 2 4,122 3,963 -1 42000/2001 13,481 29,027 18 12 4,101 4,111 9 72001/2002 15,884 32,552 14 27 4,486 4,401 9 -42002/2003 18,180 41,413 1 -4 4,905 4,224 5 42003/2004 18,317 39,700 -100 -100 5,128 4,413 -100 -100Source: Ministry of Education, Science and Technology and Commission for
Higher Education
20
21
Table 2.12 Graduates from the Public Universities: 1999/00 – 2003/04 University of Nairobi 1999 2000 2001 2002 2003 2004Diploma 171 262 486 565 806 8791st Degree 2012 2035 2076 2226 3038 31472nd Degree 278 265 256 414 694 709PHD 21 20 26 22 32 35Total 2482 2582 2944 3227 4570 4770 Kenyatta Universty 1999 2000 2001 2002 2003 2004Diploma 55 78 183 3181st Degree 1656 1712 1436 2031 2281 107002nd Degree 75 103 76 177 205 705PHD 11 9 10 21 30 99Total 1743 1824 1577 2307 2699 11821 Moi Universty 1999 2000 2001 2002 2003 2004Diploma 26 35 32 751st Degree 1654 1080 1039 1262 1735 18252nd Degree 78 62 81 58 61 182Honorary Degrees 2 10PHD 5 10 6 7 9 10Total 1737 1152 1152 1362 1839 2092 Egerton Universty 1999 2000 2001 2002 2003 2004Diploma 247 275 292 500 11991st Degree 1582 1442 1489 1779 16992nd Degree 167PHD 11Total 1829 1717 1781 2279 3046 JKUAT Universty 1999 2000 2001 2002 2003 2004Diploma 164 643 159 267 528 9321st Degree 356 333 369 330 410 5702nd Degree 21 32 5 37 29 48PHD 4 3 3 7 7 4Total 545 1011 536 641 974 1554 Maseno Universty 1999 2000 2001 2002 2003 2004Diploma 1st Degree 2nd Degree
PHD
Total 658 746 1001 1059Source: Commission for Higher Education
22
2.4 Core Poverty Reduction Programmes in the Ministry The MOES&T has a number of projects categorized as the core poverty
reduction programmes that are aimed at improving access, equity, quality,
retention and completion rates at both the primary and secondary school
levels. Table 2.14 below shows the list of the core activities/programmes from
2003/04 to 2006/07 and the related expenditures and projected resources
requirements.. There were enhanced core poverty programmes during the
financial years 2002/03 and 2003/04 especially with the implementation of
FPE. The approved estimate for all the core poverty programmes in 2003/04
was KShs.11.67 billion. Although the estimates for the year 2004/05 indicate
a reduction in the number of projects, this is as a result of completion of some
donor-funded projects. However the government funding towards the poverty
programmes was enhanced; FPE support from the GOK went up by about 50%
(from KShs. 2.52 billion in 2002/03 to Kshs. 5 billion in 2004/05), The
increase under FPE was to meet the difference previously catered by world
bank grant and other donors. The bursary allocation went up from KShs 536 in
2002/03 to KShs 771 million in 2003/04 and remained at this level during the
current financial year. The school-feeding programme had an allocation of
KShs 1.24 billion in 2003/04, which went up to Ksh 1.35 billion in the current
financial year
23
4 20
5 7
8
Tabl
e 2.
14:
App
rove
d E
stim
ates
and
Act
ual E
xpen
ditu
res
on C
ore
Pove
rty
Red
ucti
on P
rogr
amm
es:
2000
/01-
2006
/07
(Tho
usan
ds K
Shs)
2003
/004
/020
05/0
6 20
06/0
2007
/0A
ctiv
itie
s/ P
rogr
amm
es
App
rove
d A
ppro
ved
Act
ual
A
ppro
ved
Est
imat
es
E
stim
ates
Est
imat
es
HIV
/AID
S E
duca
tion
an
dS
upp
ort
to O
rph
ans
119,
325.
0090
,085
.79
70,4
71.5
22,
699.
000
2,87
0,00
02,
741,
000
Bas
ic a
nd
Com
plem
enta
ry
Edu
cati
on
94,3
74.0
0-
--
Reh
abili
tati
on o
f Pri
mar
y S
choo
ls
55, 4
94.0
540
,000
.00
22,8
75.3
421
0,00
0.00
290,
000.
0030
0,00
0.00
300,
000.
00S
upp
ort
to D
rou
ght
Affe
cted
Sch
ools
in
AS
ALs
4,
549.
0015
6.00
1.06
156.
0015
6.00
156.
00In
fras
tru
ctu
re S
upp
ort
for
NE
P Pr
imar
y S
choo
ls
(US
AID
) 15
0,00
0.00
--
-Fo
od A
ssis
tan
ce t
o B
asic
ed
uca
tion
inst
itu
tion
s
665,
439.
851,
240,
881.
481,
440,
067.
68 11,
345,
823.
0715
4000
0-15
4000
015
4000
0B
oard
ing
Exp
ense
s Lo
w
Cos
t B
oard
ing
Prim
ary
–FP
E
73,2
00.0
010
0,00
0.00
99,1
64.0
010
0,23
5.96
208,
000.
0021
6,32
0.00
216,
320.
00
Purc
hase
of T
&L
Mat
eria
ls –
FPE
46
5,00
0,00
040
0,00
0.00
383,
937.
6470
,000
.00
104,
000.
0010
8,16
0.00
108,
160.
00S
cien
ce E
quip
men
t fo
r S
econ
dary
15
0,00
016
0,22
550
0000
5000
050
000
Reh
abili
tati
on o
f Pri
mar
y S
choo
ls –
FPE
5,
549.
4173
,000
.00
71,3
06.8
973
,000
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09
S
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Var
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Acc
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sues
, App
rove
an
d pr
ojec
tion
s
25
Identification of programmes benefiting the poor and ring fencing them can be
effective in improving poverty focus of public spending.
2.4.1 Free Primary Education Support Project:
The project objective is to provide support to all primary school going children
to improve pupils’ performance and retention through ensuring adequate
supply of teaching and learning materials. A consortium of development
partners have supported the project in the last two years. A capitation grant of
Kshs.1020 is given to each child enrolled in all public schools.
The project comprises of three components costing US$ 50 million, which
include:
• Purchase of instructional materials at a cost of US$ 42.0 million;
• Capacity building costing US$ 7.5 million. This includes support to school-
based teacher development, school accounting systems, EMIS and systems
design; and
• Monitoring and evaluation at US$ 0.50 million.
2.4.2 Strengthening Primary Education III
The Strengthening Primary Education (SPRED) III supported by DfID objectives
are to enhance access of poor children to better quality education; provide of
basic teaching/learning materials to poor children; provide an effective system
of distance learning for teacher development; and Improve policy planning and
sector management.
• The SPRED project has three components, which are; textbook provision,
school based teacher development and sector support.
26
2.4.3 Non-Formal Primary Education Project
This project supported by the Government and UNICEF are supports NFE for
the various categories of learners who include the street children and children
under child labour; second chance for out of school youth and children;
HIV/AIDS education prevention for children and youth; girls education;
education quality and management and Information, Educational and
Communications (IEC) materials development.
2.4.4 Rehabilitation of Arid zones primary schools
These schools serve the Arid and Semi Arid districts in order to improve school
enrolment. Although parents were expected to meet the cost of maintenance
poverty, which is widespread, has been a hindrance. Given the critical need to
ensure proper maintenance of the facilities, the Ministry estimates that it will
need about KShs.1 million for each school for the next 3 years. This is
expected to boost enrolment, as the burden of cost sharing will have been lifted
in line with the spirit of free primary education.
2.4.5 School Feeding Programme The school feeding programme is an integral part of the Government policy of
FPE. It represents one of the strongest support services to basic education.
The programme’s long-term objective is to help the Government achieve UPE
for socio-economically disadvantaged and nutritionally vulnerable children,
especially girls, in pre-primary and primary schools in ASALs and un-planned
urban settlements.
2.4.6 Expanded School Feeding Programme
The expanded school-feeding programme that is an emergency intervention was
supposed to close by December 2002. However, with the assistance of
American Global Feeding Initiative the programme was extended but scaled
down in coverage from 1.3 million to 719,000 children.
27
•
•
2.4.7 Basic Education Infrastructure Improvement Project - GOK/OPEC
Basic Education project is jointly financed by GOK/OPEC Fund for
International Development. The project is expected to be completed in a period
of 36 months.
The Project has two components namely:
Strengthening Primary Education in 280 primary schools i.e. 4 schools in
each of the 78 districts. This includes improvement of physical facilities,
provision of water and sanitation facilities and provision of teaching and
learning materials.
Strengthening Secondary Education in 76 secondary schools i.e. one
secondary school in each of the 76 districts with emphasis on improvement
of sciences. This will entail:
o Rehabilitation of science laboratories (where they exist)
o Construction of laboratories (where they are lacking)
o Provision of science equipment
o Capacity building among the teachers, boards of governors.
2.5 Trends in Expenditure for the Core Poverty Programmes
Most of the programmes under the core poverty programs within the Ministry
are focused on all levels of education including loans and bursaries to
university students. However, special attention has been given to the special
education programmes. Overall, the highest budget allocation was in the
2003/04 at KShs 11.8 billion.
A big increase in funding of 125 per cent was witnessed in 2003/04 as a result
of the introduction of FPE. This is shown in table 2.14 where we had
introduction of more new programmes aimed at enhancing access and
retention in the medium term.
28
MOES&T will move towards redefining some of its activities and prioritize them
in terms of their impact on poverty reduction and education cost containment
and use them to mobilize more resources in order to hasten its achieving the
MDG and EFA goals.
2.6 Analysis of the Outputs and Outcomes Related to these
Expenditures
The enhanced actual expenditure in 2003/04 has led to increased enrollments
at the primary school level due to the introduction of FPE in January 2003.
The enrollments in primary schools increased significantly from 5.9 million in
2002 to 7.2 million in 2003, representing a GER of 99 percent (102 percent
girls and 97 percent boys - Education Census Data -2003). At the same time,
there are 300,000 children enrolled in NFE centres. Due to this success, the
Government remains fully committed to the successful implementation of the
FPE.
Both the School Instructional Materials Bank Account (SIMBA) and the General
Purpose Account (GPA) have been very successful in enabling head teachers,
School Management Committees (SMCs) and School Instructional Materials
Committees (SIMCs) to identify and procure their requirements and improve on
some infrastructure. As a result of this, the pupil textbook ratio has improved
from around 15:1 to about 3:1 in lower primary and 2:1 in upper primary,
thereby raising the quality of education.
Before the introduction of FPE, it was the responsibility of parents to
contribute to school building and maintenance. However, with the
introduction of FPE most parents have relaxed with the impression that it is
the Government’s exclusive responsibility to provide all the necessary resources
to support the primary education sub-sector.
Despite the tremendous success of the FPE programme, the sector will require
strong support if it is to meet the present challenges and reflect the impact of a
29
wide range of externalities such as drought, pervasive poverty and the
increasing number of orphans due to the impact of the HIV/AIDS epidemic. To
improve access and retention the sector will enhance school feeding
programmes, introduce appropriate teaching and learning environments,
improved deployment of teachers and reasonable class sizes. Increasing access
targeted towards the ASAL areas and in areas of poverty like urban slums will
be given priority.
The transition rate from primary to secondary increased marginally from 42.6
percent in 2002 to 46.7 percent in 2003. This low transition rate is attributed
to high cost of secondary schooling, high poverty levels and limited number of
secondary school places. This therefore calls for the Government enhancement
of core poverty programmes related to secondary education. Although the
Ministry has bursary programme, the targeting has not been properly done as
most of the students from poor families do not get full funding for their
education, while majority are totally left out. The Government recently carried
out a PETS on secondary bursaries. The survey whose analysis is yet to be
completed aims at coming up with recommendations which will help the
Ministry improve on the bursary scheme targeting so as to improve transition
and retention rate in secondary schools and at the same time make an impact
at the lives of the poor.
2.7 Challenges, Constraints/Lessons Learnt 2.7.1 Pending Bills The MOES&T has over the years accumulated both recurrent and development
bills. Over 90 percent of the pending bills in the Ministry are from the
university sub- sector. The pending bills have mainly emanated from the
following:
30
• Completed projects whose final accounts have not been settled. Some
projects have so far been completed but final account payment have not
been done;
• In some cases work is done under a contract and payment is not done
because of contractual disputes between the contractor and the Ministry;
• Interest accruing from delayed payments upon completion of project;
• Stalled projects whose contracts have not been terminated and
• Inadequate budget allocation to the projects.
The Ministry total stock of pending bills as at June 2004 amounted to about
KShs 3.4 billion. Out of this, over KShs 2.9 billion were from the universities
and the balance from the Ministry’s other programmes mainly the construction
projects. Table 2.15 shows the universities pending bills as at December 2004.
Table 2.15 Universities Pending Bills as at December 2004 (in KShs)
Institutions Recurrent Development Total University of Nairobi 1,743,058,847 530,633,133 2,273,691,980 Kenyatta University 207,960,618 33,933,623 241,894,241 Moi University 42,423,696 13,802,293 56,225,989 Egerton University 348,598 185,000,000 185,348,598 JKUAT 36,200,000 63,895,146 100,095,146 Maseno University* 3,381,265 3,381,265 WEUST** - - HELB** - - CHE** - - Total 2,029,991,759 830,645,460 2,860,637,219
Source: Commission for Higher Education
Other causes of pending bills are the stalled projects. The Ministry has a huge
portfolio of stalled projects, which have accumulated pending bills resulting
from surcharges for idle machinery and labour. The Ministry has made efforts
to sort out the problem of stalled projects by encouraging the implementing
agencies especially universities to complete the projects using funds generated
through their income generating activities.
31
The Ministry is also recommending the universities to review and probably
terminate those projects they no longer consider a priority. It is, however,
important to note that the implications of such termination are enormous
because of the contractual obligations. In the next three financial years, it will,
therefore, be prudent to do audit of these projects and develop a programme to
complete them based on priority of the relevant sectors.
Another cause of pending bills especially the recurrent bills is the accrual of
bills on utilities especially, postal, telephone and electricity and un-remitted
statutory deductions especially the PAYE and employers pension contributions.
The Government will need to address the issue of pending bills by instructing
utility firms to disconnect services wherever bills are not cleared.
2.7.2 Stalled Projects
The Ministry has 43 stalled projects in its portifolio, 37 of these which
represent about 86 percent are under the universities. The other projects are
being implemented by TSC, KNEC, National Council for Science and
Technology (NCST) and PTTCs. All the 43 projects listed as unfinished would
require a total of KShs 6.8 billion to complete over and above the accumulated
pending bills amounting to KShs 1.3 billion.
2.7.3 Quality and Relevance
The education system in Kenya lacks a national learning achievement
assessment system that is pertinent in establishing the levels of learning
achievement at various levels. Consequently, the examinations at the end of
each school cycle (Kenya Certificate of Primary Education (KCPE) and KCSE
constitute the main assessments nationally accepted in measuring the level of
attainment during the school cycle. This system is, however, deficient of
inbuilt mechanisms that should be used in implementing collective measures
before the final year of the school cycle.
32
Kenya does not also have an internal system of monitoring learning
achievements of various competencies at other levels of education cycle.
2.8 Subsector Issues and Challenges
(a) Early Childhood Development and Education: The main challenges
under ECDE are access, equity and quality. The sub-sector remains
constrained by factors that include:
• Limited teaching and learning materials
• Inadequate ECDE centers
• Limited community participation
• Lack of a clear policy on transition from pre-primary to primary
school
• Inadequate nutrition and health services
• Lack of enough trained teachers
• Low and irregular salaries for ECDE teachers
(b) Primary Education: Primary education continues to experience
challenges relating to access, equity and retention.
These include:
• Overstretched facilities
• Overcrowding in schools, especially those in urban slums
• High cost of special equipment for children with special needs
• Diminished community support following the FPE initiative
• Gender and regional disparities
• Increased number of orphans in and out of school as a result of HIV/AIDS
• Internal inefficiencies
• Low translation rates from primary to secondary schools.
33
(c) Secondary Education:
The secondary sub-sector faces the following challenges:
• Inadequate infrastructure leading to limited places
• Low participation rates
• Low transition from primary to secondary and from secondary to tertiary
(particularly to universities)
• Gender and regional disparities
• Low quality of education
• Inadequate Laboratories and science equipment
• HIV/AIDS
(d) Special Education:
The main challenges and issue relate to access and equity in the provision of
education and training to children with special needs. These include:
• Lack of guidelines on implementation of an all inclusive education policy
Parental attitudes
• Inadequate identification and assessment
• Special education has not been mainstreamed in all education sub-
sectors.
• Inappropriate infrastructure
• Inadequate facilities and lack of equipment, which make it difficult to
integrate special education in regular programmes
• Inadequate capacity among many teachers to handle children with
special need
• Lack of co-ordination among service providers, inappropriate placement
of children with disabilities
• Inadequate and expensive teaching and learning materials
• Inadequate supervision and monitoring of special education
programmes.
34
(e) Adult, Continuing Education and Non-Formal Education:
This sub sector faces the following challenges
• Low participation rates,
• Regional and gender disparities.
• Lack of clear transition mechanisms
• Inadequate resources
• Inadequate qualified teachers
• Lack of teaching and learning materials
• Lack of quality assurance
• Large number of un-coordinated service providers.
• Lack of linkages and equivalences
(f) Technical, Industrial, Vocational and Entrepreneurship Training: The
challenges facing this sub-sector include;
• Inadequate facilities and capacities to cater for graduates of primary and
secondary education wishing to undertake TIVET
• Disparities in training standards
• The lack of effective co-ordination of training policies
• Disproportionate production of skilled personnel across the entire
economy
• Duplication by the many service providers.
• Under-utilization of available training facilities
• Cost of the training programmes.
• TIVET curricula are inflexible and not responsive enough to the changing
needs of the labour market. Therefore, there is a mismatch between the
skills learned in these institutions and skill demands from industry.
(g) University Education: Despite rapid expansion of higher education,
challenges to access, equity and quality remain. These include:
• Inadequate capacity to cater for growing demand for more places in the
universities
35
• Mismatch between skills acquired by university graduates and the
demands of industry
• Imbalance between the number of students studying science- and arts-
based courses
• Rigid admission criteria that exclude the possibilities for credit transfers
amongst universities and for graduates from other post-secondary
institutions
• Gender disparities in admissions and in subjects and courses
undertaken
(h) Administration Issues: Administrative and support staff face challenges,
which include;
• Understaffing, mismatch between qualification and job responsibilities
• Lack of equipment and facilities
• School managers have limited administrative capacity.
(i) Teacher Issues: The challenges facing teacher management include
• Unbalanced distribution of teachers, as most teachers prefer to work in
urban, peri-urban and high potential areas where amenities are available
and as a result, hardship and remote areas continue to have fewer teachers.
• FPE has led to disproportionately large increases in enrolment in certain
schools, so that they suffer major shortages of teachers.
• High teacher wage bill.
• Inefficient utilization of teacher
• Continued interference in teacher management
36
CHAPTER 3 3.0 Resource Requirements For 2005/2006 – 2007/2008
In its endeavour to achieve the overall goal of EFA by 2015, as articulated in
the ERS Paper, the MOES&T is faced with the challenge of reconciling scarce
resource availability with the spending needed to achieve the sectors’ other
goals. This chapter attempts to reconcile the spending needed for ongoing and
proposed programmes, with the resources that are likely to be available. To
achieve the objectives of the sector prioritisation of projects both on going and
new which fall under the recurrent and development will be given great
importance. The education sector will apply the following criteria in its resource
allocation:
• The programme should be linked to ERS specified priorities
• The programme must be linked to the MDG’s and EFA goals
• The programme should be related to or is a core poverty programme
• The programme is time bound and there are outputs where possible related
to indicators
• The programme is a core function of the Ministry
• The programme has been stalled
• The amount is to clear a pending bill
The above set criteria has been ranked with each attracting a certain point
score/mark ranging from 20 to 5 points.
3.1 Investment Programmes Table 3.1 shows the main MOES&T spending areas by head and by sub vote.
In 2003/04, primary education including teacher salaries took 52 percent of
the total education budget (recurrent plus development). Secondary education
was the second biggest budget consumer, with about 25 percent. The third
significant area of public spending was the university sub-sector (that is,
37
capitation grants to the universities, and to HELB for student loans and
bursaries). Within these sub-sectors, teacher salaries and allowances
represent over 80 percent of public spending at primary level, and 93 percent
at secondary. Other secondary costs like maintenance of facilities, purchase of
books and payment of non-teaching staff are borne by households through
fees. Thus, the most important part of the projection of costs and resource
requirements for education represents the costs of primary and secondary
teacher. To indicate the importance of spending on teacher costs, the two
together represented 4.3 percent of GDP in 2003/04 and are estimated at 4.9
percent 2004/05.
Table 3.1 Total Public Expenditure on Education by Sub-Vote: 2003/04 –
2004/05
Actual Spending (Million KShs)
Actual Spending Percent of Total
Sub-Vote 2003/04 2004/05* 2004/05* General Administration and Planning less spending on primary, secondary and TIVET teacher salaries and allowances
6,086.4 3,863.4 4.74
Primary, including teacher salaries, allowances
38,156.8 44,419.8 54.53
Teacher education, net of teacher salaries
348.0 291.2 0.36
Schools for the handicapped 175.1 205.3 0.25Miscellaneous services 240.9 301.4 0.37Early Childhood Education 159.6 26.2 0.03Secondary, inc. teacher salaries, allowances
18,008.1 20,774.6 25.50
Technical, inc. teacher salaries, allowances
1,175.6 1,449.4 1.78
University Education 7,941.5 10,122.8 12.43Total Expenditure 72,292.0 81,454.0 100* Printed Estimates Source: Appropriation Accounts 2003/04 and Printed Estimates 2004/05
38
In the short and medium term, the Government has limited options to contain
the teachers wage bill but eventually a solution to a sustainable teacher wage
bill be have to be sought in the long run.
In the education sector, the main areas where public spending has increased
over the years are:
• The support for FPE, to which both Government and development partners
have made major contributions in 2003 and 2004.
• The costs of secondary education, which is expanding to meet increased
demand, especially with the projected increase in transition rates from
primary to secondary to 70 percent by 2008.
The draft KESSP proposes an enhancement of the ongoing programmes, as well
as new areas. In addition the ministry will seek for additional funding for a
small number of ongoing programmes, including some stalled projects
3.2 Resource projections and Indicative Budget The MTEF Guidelines give expenditure ceilings allocated to the MOEST up to
2007/08. Table 3.2 shows these ceilings, together with projections made in the
draft 2005 MPER. Since education sector development is expected to receive
substantial support from the development partners under the SWAP from
2005/06 onwards, the Table also projects additional donor funding that may
be available in coming years. The projection also highlights a resource gap
which the sector hopes can be filled by additional funding and investment from
other partners in the civil society, private sector and communities.
39
Table 3.2: Projected Resource Availability (KSh. Million)
Recurrent Budget Printed 2004/05
Ceilings 2005/06
Ceilings 2006/07
Ceilings 2007/08
Gross Ceiling (MTEF Guidelines) 78,707.2 81,159.4 87,019.7 92,756.7Teacher salary adjustments 4,900.0 4,900.0 4,900.0Gross plus salary adjustments 78,707.2 86,059.4 91,919.7 97,656.7AIA 66.7 70.0 73.5 77.2Net 78,640.5 81,089.4 87,019.7 92,709.5Net plus salary adjustments 78,640.5 85,989.4 91,919.7 97,609.5Development Budget Gross Ceiling (MTEF) 4,771.3 5,164.2 5,938.9 6,117.1Loans plus Grants 3,929.3 4,322.2 4,938.8 5,087.0Net GOK 842.0 842.0 1,000.1 1,030.1Total, Recurrent and Development Gross Ceiling inc. salary adjustment 83,478.5 91,223.6 97,858.6 103,773.8
AIA (implicit ceiling) 3,996.0 4,392.2 4,938.8 5,134.2Net GOK inc. salary adjust (implicit ceiling) 79,482.5 86,831.4 92,919.8 98,639.6Additional AIA likely 703.2 906.3 395.7 200.3Potential Total Resources Available 84,181.7 92,129.9 98,254.3 103,974.1Source: MoF and MTEF Guidelines; Donor communications Table 3.3: MTEF Education Ceilings compared with Total Government Ceilings
2004/05 2005/06 2006/07 2007/08 Recurrent Net Expenditure Ceiling 41.3% 41.6% 41.5% 43.1%Total Gross Expenditure Ceiling 29.8% 29.9% 29.5% 30.4%Total Net Expenditure Ceiling 38.1% 37.1% 37.2% 38.5%Source: MoF, MTEF Guidelines; MOES&T analysis
40
Table 3.3 shows MTEF ceilings as proportions of total public spending ceilings.
The education recurrent spending ceiling, which is 41% of total net recurrent
spending in 2004/05, increases as a proportion of the total to 43% by
2007/08.
3.3 Indicative Donor Commitments over the Next Three Years
The education sector continues to enjoy a lot of support from the development
partners, both bilateral and multilateral. Support to education comes both as
loans and grants. Table 3.4 shows donor commitments for the next three
years, for ongoing projects and for a few new ones. It is, however, worth noting
that there is yet no commitment for proposed programmes/projects under the
SWAP.
The donor commitment in the table was extracted from the External Resources
Department of the Ministry of Finance and has not captured the promised
enhanced support from the World Bank, DfID and other donors as noted
during the pre-appraisal mission of January 2005. These will be brought on
board once the commitments have been firmed up.
41
T
able
: 3.4
Dev
elop
men
t Pa
rtne
r C
omm
itm
ents
for
the
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cati
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/06
2006
/07
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ID
On
-go
ing
28,5
00,0
00
- 58
,125
,000
-
-
58,2
00,0
00E
C t
ech
nic
al e
duca
tion
su
ppor
t pr
ogra
mm
e E
ldor
et
EU
O
n-
goin
g 70
,000
,000
-
- -
- -
Tech
nic
al a
ssis
tan
ce
and
supp
ly o
f eq
uip
men
t B
elgi
um
O
n-
goin
g 50
,
-
-
- 41
1,58
436
,452
,424
30,9
03,0
08Yo
uth
an
d H
IV/A
IDS
U
NIC
EF
On
-go
ing
2,34
9,00
0 66
,0
0
0 0
802,
260,
0066
,000
02,
100,
0060
,00
42
Tab
le: 3
.4 D
evel
opm
ent
Part
ner
Com
mit
men
ts f
or t
he E
duca
tion
Sec
tor:
200
4/05
– 2
006/
07 (K
Shs.
) 20
04/0
5 20
05/0
6 20
06/0
7 Pr
ojec
t Ti
tle
Don
or
Sta
tus
Don
or P
art
GO
K P
art
Don
or P
art
GO
K P
art
Don
or P
art
GO
K P
art
Ear
ly c
hild
hood
ed
uca
tion
U
NIC
EF
On
-go
ing
6,44
8,40
0 65
,4
0 0
0 0
486,
240,
0065
,00
6,42
0,00
63,0
0Pr
imar
y an
d co
mpl
emen
tary
ed
uca
tion
U
NIC
EF
On
-go
ing
94,3
74,0
00
940
0
0
4,54
92,1
36,0
0092
3,60
94,2
90,0
0093
9,00
Edu
cati
on II
I A
DB
N
ew
3,30
0,00
0 -
- -
- -
Sol
ar e
nerg
y po
wer
pr
ojec
t (K
oiba
tek/
Bar
ingo
)
New
-
- -
- -
13,0
00,0
00
Acc
ess
to b
asic
ed
uca
tion
W
FP
On
-go
ing
1,50
7
54
4 52
7
161,
457,
01,
161,
451,
158,
556,
811
5,72
1,14
9,37
1,6
115,
86B
asic
edu
cati
on
OPE
C
On
-go
ing
210
29
- 0,
000,
000
30,0
00,0
00,
000,
000
30,0
00,0
0035
0,00
0,00
0E
duca
tion
III
AD
B
New
34
,000
,000
8,
000,
000
15,0
00,0
00
- 15
,000
,000
-
Tota
l
Sou
rce:
E
xter
nal
Res
ourc
es M
inis
try
of F
inan
ce
43
3.4 New and Enhanced Programmes
The new and enhanced programmes are mainly aimed at improving access,
quality and equity. These programmes form part of the KESSP that has been
developed through a SWAP where the Government plans to support all the
subsectors including ECDE and adult education in order to respond to the
increased challenges brought about by the implementation of the FPE.
3.4.1 Early Childhood Programmes.
The ECDE programme expenditures include materials and in-service training
for ECDE teachers, community mobilization, and support grants to operate the
ECDE centers. The annual budget for the new programmes is estimated at
KShs. 500 million.
Table 3.5: Indicative ECD Education Investment Costs: 2005/06 –
2007/08(Million KShs)
ECDE Investment Programme 2004/05 2005/06 2006/07 2007/08 Policy implementation framework and development of service standards
12 8 10
Community mobilization, advocacy and capacity building
28 18 17
Support to 5000 ECDE centers 229 379
380
Curriculum review and ECDE teacher training
71 70 85
School readiness 3 3 3 Total Expenditure
343
478
494 As proposed by the Sessional Paper, there is need for more Government
support to ECDE management, as well as mainstreaming of ECDE as part of
basic education. This will also include integration of the 4 to 5 year-old
children into the primary cycle by 2010. The implication of this is an extra
budgetary allocation for an additional 20,000 to 30,000 teachers for the
44
estimated 600,000 to 900,000 pre-school children enrolled, with a class size of
30.
3.5.2 Primary Education Programmes Primary education has the following programmes both on-going and new whose
aim is to enhance access, equity, retention and completion rates. During the
financial year 2005/06, the ministry will implement the following programmes:
school construction; capitation payments to public schools for materials and
operating costs; capitation payments to non-formal schools; school health and
feeding programmes; in-service teacher training and other training. Table 3.6
shows the new and the on-going programmes under primary.
Table 3.6 Primary Education expenditures : 2005/06 – 2007/8 (Million KShs)
Primary Investment Programme 2004/05 2005/06 2006/07 2007/08
School improvement grants 640 1,000 1,000
New primary school construction 20 129 129
Total Primary Construction 660 1,129 1,129
Capitation grants: books, materials - public primary
4,680 3,096 3,096 3,096
Capitation grants: general purpose - public primary
2,664 2,664 2,664 2,664
NFS capitation grants books and materials 195 195 129
NFS capitation GPA 11 11 11
Total capitation grants 5,966 5,955 5,889
Refresher training for school management, other training
121 121 121
School feeding 1,341 1,540 1,540 1,540
INSET,SbTD,SEP, E-learning 110 461 398
Re-printing of IM management documents 18 3 3
Grants to low cost boarding schools 280 285 292
Total development expenditure 660 1,129 1,129
Total recurrent expenditure 8,035 8,365 8,243
Total Expenditure 8,695 9,494 9,372
ASALs Mobile Schools 2005/06 2006/07 2007/08
Total Expenditure 10 7 7
45
3.5.3 School Construction:
There are four types of construction support for primary schools over the next
five years proposed:
• New Classrooms Construction Programme; funding building of classrooms
and toilets where needed in 7,024 target schools in locations selected using
the district poverty index;
• School Improvement Grants Programme; providing KShs 100,000 per year
to 6,000 of the poorest primary schools in the 35 poorest districts;
• Providing “top-up grants” to the poorest primary schools with serious
maintenance back-logs; and
• New Primary School Construction Programme; to fund the construction of
300 schools in areas where there is excessive overcrowding or complete lack
of schools.
The public financial support to improve school facilities will continue to be a
substantial contribution to FPE. Although in general the communities will be
expected to continue supplementing the Government effort in infrastructure
development, certain communities especially those in marginalized areas will
be supported fully.
3.5.4 Capitation Payments to Public Primary Schools:
The current support arrangements through capitation grants to schools for
books and materials and for general purposes will continue in their present
form, with 2005 average unit costs (KSh. 650 and KSh. 370) increasing in line
with inflation.
3.5.5 Capitation Payments to Non-Formal Schools:
The support will also involve making capitation payments to non-formal
primary schools for the 300,000 children estimated to be enrolled. Included in
the category are primary schools run by NGOs and Community Based
Organizations (CBOs).
46
3.5.6 School Health and Feeding Programmes:
This programme has two components:
• School health promotion campaign together with a de-worming programme,
to cost KShs 40 million a year;
• Continuing and enhancing the school feeding programme in ASAL areas and
the Nairobi informal settlements, with efforts to promote sustainability of
school feeding. Annual cost estimates are KShs. 1.53 billion.
3.5.7 In-service Teacher Training:
Teachers and head-teachers need continuous in-service support, so INSET
should be a permanent part of normal Government activity in support of
schools, rather than being mainly provided through fragmented donor-funded
projects. The proposed annual spending will rise from KShs 125 million in
2005/06, to over KShs 520 million in 2007/8(about KShs 4,000 per teacher).
3.5.8 Other Training and Education Promotion Activities:
Other training programmes are estimated to cost about KShs 750 million
annually. This will include the continued programmes of training school
management and board members.
3.5.9 Special ASAL Education Programmes In order to enable children in ASALs, especially girls, to access quality
education, the following programmes will be implemented: Mobile Schools
Programme, Primary and Secondary Boarding School Improvement Grants
Programme, and Merit Scholarships Programme. The school improvement
grants and scholarships programmes are costed as part of the national primary
and secondary school programmes. The cost of the mobile schools programme
is Kshs. 9 million in 2005/6, Kshs.18 million in 2006/7 and Kshs.30 million in
2007/8.
47
3.6 Secondary Education Investment Programmes
In order to cope with the increased enrollments at secondary school level due
to the FPE initiative, and Government’s policy of increasing transition rates
from primary to secondary, a number of programmes/projects will be
implemented to ensure expansion at the secondary education level. These will
require the Government to increase funding at this level and provide funds for
investments that have previously been the responsibility of the communities
and other stakeholders. Preliminary estimates show incremental costs
(excluding teachers’ salaries and allowances) of KShs 6.0 billion in 2005/06,
declining to KShs 2.9 billion in 2007/08. This compares with the incremental
proposed costs for primary of KShs 3.5 billion in 2005/06, declining to KShs
2.6 billion. Estimated costs are shown in Table 3.7
3.6.1 Secondary School Infrastructure Improvement:
The programme proposes making available school improvement grants of KShs
150,000 per year per school for 5 years, to 2,600 schools (75 percent of the
secondary schools) selected based on poverty and educational criteria. The
schools through the parents and communities will be expected to raise KShs
100,000 over the five years.
3.6.2 Targeted Bursary Fund:
The Government provided KShs. 536 million in secondary bursaries in
2003/04 and budgeted KShs. 770 million in 2004/05. It is estimated that only
10 percent of the needy, eligible students benefited from the bursaries, and
that the amounts paid to each recipient were too small.
The MOEST proposes an 85% increase over the current bursary allocation of
Kshs.770 million to Kshs.1.428 Billion. Given the resource constraint, it is
proposed that 20% of secondary students from the very needy families be
targeted. This strategy would aim to provide annual scholarships to 95,200
48
secondary students across the country. It is further proposed that the bursary
scheme be administered at two levels:
1. Provide full bursary to 50% of eligible needy students. This is estimated to
cost the ministry Ksh.952 million annually.
2. Provide half bursary to the remaining 50% of needy students per year,
which amounts to Ksh.476 million annually.
The total programme will cost KShs. 1,428 million annually.
3.6.3 Secondary Teacher Deployment and Development:
This will involve redistributing teachers from the overstaffed to the understaffed
districts, in-servicing on the new curriculum implementation; and re-training
teachers whose teaching subjects have been phased out in the revised
curriculum. However, despite efficient teacher deployment, additional teachers
would have to be hired according to subject needs under some scenarios in the
next few years.
Table 3.7 Indicative Secondary Education Investment expenditures:
Secondary Investment Programme
2004/05 2005/06 2006/07 2007/08
School improvement grants 388 388 388 Bursaries 770 1,428 1,428 1,428 INSET 702 702 702 Re-training 23 23 23 Science equipment 500 500 500 Double shift teaching pilot programme
15 15
Pilot programme for private sector financing
150 150
Total Development 388 388 388 Total Recurrent 2,818 2,818 2,653 Total Expenditure 3,206 3,206 3,041 Source: MOEST
49
3.7 Information Communication Technology:
Recognizing the importance of computer literacy for secondary graduates, a 5-
year investment programme to provide computer labs for secondary schools
and the two secondary teacher training colleges, at a cost of KShs 1.75 million
per institution is proposed.
3.8 Science and Library Equipment:
Currently schools provide equipment and materials from their own resources.
However, it is proposed that this arrangement requires modification by
providing a grant of KShs 500,000 to each school each year for libraries and
science equipment. The implied annual cost will be KShs 1.7 billion.
3.9 Teacher Training College Programmes (TTC)
The programmes include a teacher training impact assessment study, funding
for ICT for the TTCs, and a national conference to assess the current status of
teacher education. Cost estimates are shown in Table 3.8. The MOES&T
proposes that the budget grants to the TTCs to be enhanced from the current
KSh. 211 million to 250 million annually
Table 3.8: Indicative Teacher Training College Costs: Million KShs
(Excluding TTC trainer salary costs)
PTTC Investment Programme 2004/05 2005/06 2006/07 2007/08 Grants 211 250 250 250 Learning resource centre equipment 53 53 Bursaries 99 99 99 Transportation support 184 Total Expenditure 586 402 349
50
3.10 Adult Basic Education Programmes
ABE programmes are under the Ministry of Gender, Sports, Culture and Social
Services. In order to promote quality, access and participation in ABE
programmes, the MGSC&SS plans a series of activities, of which the costs are
summarized below.
Table 3.9: Indicative Adult Basic Education Costs: Million KShs
ABE Investment Programme (MGSC&SS)
2004/05 2005/06 2006/07 2007/08
Advocacy 14 25 25Quality of ABE 75 53 53Part-time teachers 50 100 200Development of an examination system 10 20 20Total Expenditure 149 198 298
3.11 AIDS Programmes
(a) Sensitization and training: There are a number of activities which will
sensitize students, teachers and the community and also enhance Primary
School Action for Better Health (PSABH) at secondary school level and
teacher training colleges as shown in Table 3.10.
(b) Orphans: A related intervention is the support to AIDS orphans who are
currently estimated to be 1.8 million. The unit cost of supporting an AIDS
orphan are approximately KSh. 4,000, with an annual total cost of between
KShs. 4 billion and KShs. 7 billion.
Table 3.10: Indicative HIV/AIDS Costs: Million KShs
HIV-AIDS Investment Programme 2004/05 2005/06 2006/07 2007/08
Advocacy, prevention, care and capacity building
699 870 741
Orphans support for education 2,000 2,000 2,000
Total Expenditure 2,699 2,870 2,741
51
3.12 Special Needs Education Proposed Investment Programme
Programme for special needs education, incorporating development of a
national policy on special needs education, capacity building and awareness
creation, and strengthening SNE educational assessment and resource centers
will be implemented in medium term.
Table 3.11: Indicative Special Needs Education Costs: Million KShs Special Education Investment
Programme 2004/05 2005/06 2006/07 2007/08
National survey and equipment needs 20 0 0
Teacher training KISE 10 10 10
Equipment to resource centres 9 39 3
Advocacy and awareness creation 10 10 5
Provision of equipment and T&LM (SI) 13 13 13
Provision of equipment to regular schools
180 180 180
Grants to schools 380 380 380
Running costs for resource centres 15 15 15
Total Development 9 39 3
Total Recurrent 628 608 603
Total Expenditure 637 648 607
Source: MOEST
3.13 Technical, Industrial, Vocational and Entrepreneurship Training
Investment Programme The Government is committed to improving quality and access to TIVET. The
proposed budget covers the following items. Development of National Skills
Training Strategy; revitalizing youth polytechnics; establishing centres of
excellence; institutionalizing ICT; and providing bursaries to needy students.
Table 3.12 shows the recurrent costs of the TIVET system. Salaries and
allowances of trainers are forecast to increase in line with other teacher
salaries; other operation and maintenance costs are projected to increase in
line with inflation rate.
52
Table 3.12 TIVET Investment and Recurrent Costs: KShs. Million
TIVET Investment Programme 2004/05 2005/06 2006/07 2007/08
Develop national skills training strategy 120 80
Revitalizing youth polytechnics 35 90 355
Establishing centres of excellence 265 565 715
Bursary award 286 286 286
Creation of industrial incubators 129 157 163
Grants to training institutions (ongoing) 195 300 300 300
Total Development 420 735 1070
Total Recurrent 715 743 749
Total Expenditure 1,135 1,478 1,819Source: Ministry of Education, Science and Technology
3.14 University Education There are six full-fledged public universities and one University College. Each
of them proposes programmes/projects (both infrastructure and non-
infrastructure), for which they seek funding over the next three years. In
addition, the universities seek funding to clear (a) pending bills for recurrent
accounts. and (b) pending bills for a number of stalled projects.
On-going public programmes at the university level consist of:
• Grants to the universities; pending decisions about university funding
following the report of the Inspection Board, the recurrent budget is
projected to remain constant at the 2004/05 printed estimate level. The
increase over the actuals in 2003/04 follows the university salary increase
in July 2004;
• Administration costs for universities and CHE, a relatively small amount is
projected to remain constant;
• Student loans and bursaries through HELB. The amount HELB receives
each year will take account of repayments from students, and be calculated
according to its net funding needs.
53
Pending bills for the universities in 2004 totaled KSh. 2.86 billion, (KSh. 2.03
billion outstanding recurrent bills, and KSh. 830 million bills relating to stalled
projects). It is proposed to make KSh. 680 million a year available as a state
contribution to settling recurrent pending bills, so that the universities can
work from a clean sheet.
Table 3.13 shows the university sub sector spending including the new and
proposed investment programmes. The capitation grants to most of the
parastatals is expected to remain constant in line with MTEF guidelines.
Table 3.13 University Sub-Sector Spending Million KShs
Universities Investment Programme 2004/05 2005/6 2006/7 2007/8 Improvement and expansion of programmes in particular areas of high priority
810 835 785
Expansion of access to students 630 650 660 Settlement of pending bills 700 700 700 University grants (ongoing) 8,642 8,988 9,347 9,721 Grants to CHE 102 170 170 170 Grants to HELB for student loans (ongoing) 900 1,025 1,076 1,130 Total Recurrent 11,453 11,909 12,296 Total Development 700 700 700 Total Expenditure 12,323 12,779 13,166 3.15 Management and capacity building Programme
Under the MOES&T management capacity building programme, the training
programmes, are arized in Table 3.14. The recurrent operational and
administration costs of the MOES&T are described in table 3.14 below
54
Table 3.14 Management and Capacity Building Programme Investment
Costs: (Million KShs.)
Capacity Building Investment Programme 2004/05 2005/06 2006/07 2007/08
Capacity building for senior education managers, head office management staff
5 3 3
Capacity building of provincial and district offices staff
6 7 8
Capacity building for PEB 1 1 1 Capacity building for DEB 6 7 8 Training of district trainers for primary schools 7 6 6 Provincial and District TOT workshops 6 7 7 Training of heads, deputies, SMC (school grants) 44 48 53 Training of heads, deputies, SMC (new classrooms)
37 41 45
Capacity building for H/Teachers, deputies, BOGs 6 7 8 Capacity building for PTTCs 2 Gender mainstreaming 2 2 2 University capacity building 140 140 140 ECDE capacity building 26 24 27 Secondary capacity building 144 244 334 TIVET capacity building 34 33 43 NFS capacity building 16 16 11 School health capacity building 7 7 School feeding capacity building 2 2 2 TMU capacity building 33 5 5 KESI relocation costs 20 10 10 KESI capacity building 2 2 2 Establishment costs for Education Reform Secretariat
10 10 10
Infrastructure capacity building 60 67 67 Purchase of Vehicles 131 Total Expenditure 616 682 930 Source: Ministry of Education, Science and Technology 3.16 Quality Assurance and Standards Programme In order to achieve the desired targets that and goals the Ministry will
implement the following quality, audit and control programmes.
55
Table 3.15 Quality Assurance and Control Investment Costs: Million KShs.
Quality Assurance and Standards Investment Programme
2004/05 2005/06 2006/07 2007/08
Content mastery and pedagogical skills improvement 55 55 55 Quality monitoring and support 160 160 160 Action research 12 8 Development of a national accreditation system of inservice courses
12 8
Student achievement monitoring 17 Educational broadcasting channel (KIE) 110 13 13 Secondary school curriculum review for non-science 70 50 KCSE examination review (ABE/NFS) 30 20 KNEC printing equipment 100 75
Establishing and operationalising a national assessment system
25 30 35
Harmonization and training in learning achievement studies (SACMEQ, SAMP, MLA, FEMSA)
5
Examination item banking system 37 29 Co-Curricum Activities 136 136 136 Alternative teaching approaches study 5 Production of materials and teacher orientation (KIE) 126 115 20 Total Expenditure 870 594 419 Source: Ministry of Education, Science and Technology • Improved school based supervision whose objective involves organizing
subject-based in-service courses with the aim of imparting special skills in
methodology;
• Enhanced quality assurance and control, to ensure that learning processes
are relevant to the needs of society and achievable with available resources;
• Monitoring and evaluation of MOES&T programmes, to take stock of levels
of achievement attained against the objectives. It also entails ensuring
quality control of teachers’ curriculum delivery, teaching/learning materials,
and the school environment;
• Action research on teaching and learning methodologies to improve
education standards and performance.
• Development of a national accreditation system and a national assessment
system for continuous professional development;
56
• Student Achievement Monitoring Programme (SAMP), to facilitate quality
improvement by assessing learning outcomes, and the acquisition of
minimum learning competences, at each grade level;
• The “Alternative Teaching Approaches” to enhance access and retention,
involves approaches such as multi-grade, double shift and mobile schools. 3.17 Other Construction Projects and Development Programmes MOES&T intends to continue to construct two high priority buildings in the
next two years.
(a) Kenya National Examination Council Headquarters Building
With KShs 50 million funding in the 2004/05 development budget, MOES&T
has started the process of constructing New Mitihani House, which will bring
the different functions of the examinations agency under one roof. Cost
estimates for the next two years are KShs. 815 million.
(b) Teachers Service Commission Building
The TSC building is expected to cost the Ministry an additional KShs. 819
million over the next three years. The Government of Kenya spends about
Kshs.108 million every year towards renting space for TSC. By investing in a
new building, the GOK will save the costs incurred on rent in the long term.
Table 3.16 Construction Projects (Million KShs) Construction Investment Programme 2004/05 2005/06 2006/07 2007/08
KNEC Building – New Mithani House 50 400 415 200
TSC new building 100 300 300 300
Completion of NACECE resource centre 113
Other development budget programmes 243 279 175
Other development budget programmes 342 227 31
Total Cost, Construction and Other 243 279 175 0 Total Cost, Construction and Other 650 1,040 746 500 Total Expenditure 893 1,318 921 500
57
Table 3.17 Non Formal Schools expenditure from 2005/06 to 2007/08
NFS Investment Programme 2005/06 2006/07 2007/08 National NFS coordination 15 11 15
NFS teacher support 1 3 5
NFS curriculum 29 55 36
Total Expenditure 46 69 56
Source: MOEST
Table 3.18 ICT Investment Programmes:
ICT Investment Programme 2005/06 2006/07 2007/08 ICT investment cost 262 117 97EMIS investment cost 176 79 65University ICT programme 100 420 420Total Expenditure
538
616 582Source: MOEST
3.18 Teacher Costs 3.18.1 Primary Teachers Salaries Teachers’ salaries and allowances represent by far the largest part of total
education spending. The remuneration of primary and secondary teachers,
taken together, accounts for 71% of the whole recurrent education budget. The
growth of spending on remuneration has a major impact on total spending.
Projections of salary costs are made separately for primary and secondary
teachers; the salaries of the other teachers and trainers who are managed by
TSC (special schools, teacher training colleges, TIVET institutions) were
projected as part of the overall spending of the MOES&T administration.
58
Projected Teacher’s Costs at Primary Level Table 3.19 Primary Teacher Salary Cost: Millions KShs
Primary Teachers 2004 2005 2006 2007 Scenario A: Constant number of teachers
Teachers 178,207 173,462 173,462 173,462
PTR 41.4 42.5 43.2 43.6 Primary Teacher Costs 2004/05 2005/06 2006/07 2007/08
Scenario A: Costs KShs (m) 35,620 38,000 40,192 42,981 Sources: MOES&T Model Projections; Teachers Service Commission
Table 3.19 shows actual (2003/04), estimated (2004/05) and projected
(2005/06 – 2009/10) teacher costs at the primary level. For the purpose of
analysis we take figures from the agreed salary settlement, TSC data, and
simulation model projections of teacher promotion rates. The projected costs
incorporate the effect of the 2004 promotion of 75,000 Primary 1 (P1) teachers.
The scenario assumes (a) that teachers will only be hired to replace the normal
attrition, estimated at 2.8 percent annually; the projected costs indicate that
the primary teacher salary budget could grow by between 25 and 40 percent
between 2004/05 and 2007/08, depending on options chosen.
3.18.2 Secondary Teacher Salaries The system by which teachers in public schools will be in future employed and
distributed among schools is under discussion in MOES&T. The secondary
teacher cost projections is made under the following assumptions:
• That enrolment in secondary schools will grow rapidly, reflecting projected
increases in transition rates from primary to reach 70% by 2008;
• Using average teacher salaries calculated according to the present
structure, increasing on the basis of the agreed salary settlement.
59
Using these assumptions, by 2007/08 the increase in secondary teacher salary
costs could range between 20% and 50%. Secondary teacher salaries – at
present 25% of net education recurrent spending – Expected to increase to a
level of between 30% and 40% of net education recurrent spending by 2007/08
Table 3.20: Secondary Teachers, Costs of Salary and Allowances
Secondary Teachers 2004 2005 2006 2007
Scenario A: Moving towards PTR 30:1, replacing attrition with priority teachers
Teachers 48,585 48,585 48,585 49,864
PTR 20 23 27 30 Secondary Teacher Salaries 2004/05 2005/06 2006/07 2007/08
Scenario A: Salary/allowance Costs
KShs (m) 19,608 20,467 21,687 25,112
Payments by other providers 1,620.1 5,050.0 7,642.6
TIVET & Other Institutions Teacher Salaries
8,208
Salaries and allowances R 1,265 1,379 1,499 1,624 Sources: MOES&T, TSC, MPER Projections
Administration and Other Related Expenditures
With the on going rationalization and restructuring of the Ministry a number of
functions are being delegated to the districts, but they are also inadequately
staffed, both in numbers and the level at which posts are filled. The Ministry
therefore intends to carry out a job audit analysis study, covering task
analysis, job descriptions, and the related staffing needs.
The average administration costs is estimated at about Kshs. 9 billion or 11%
of the MOEST budget. This amount mainly represents the costs of education
administration and operations, together with a number of small spending items
that have not been forecast separately. This O&M takes care of the recurrent
expenditure required to implement the proposed KESSP programme.
60
Resource Gap
Finally the ministry is expected to have a financing gap which it will need to
raise funds from the non conventional sources in order to achieve it desired
targets and goal in the medium term. In the next financial year 2005/06 the
additional resources required are Kshs 7.9 billions.
Table 3.20 MOEST Indicative expenditures - 2005/06 - 2009/10 (KShs)
2004/05 2005/06 2006/07 2007/08 MTEF Total Gross Recurrent Ceilings
79,483
86,059
92,920
98,640
MTEF Total Gross Development Ceilings
4,699
5,164
5,334
5,334
Potential Donor Funding - 3,725 3,725 1,725 Total Potential Resources 84,182 94,948 101,979 05,699 Total Proposed Investment 102,997 112,206 119,459 Financing Gap 8,049 10,227 13,760 Programmes Under Other Ministeries 184 288 653 Programmes Under MOES&T 102,813 111,918 118,806 MOES&T Financing Gap 7,865 9,939 13,107
3.19 Emerging Issues in the Sector
The sector analysis shows that there are still some emerging issues that cannot
be addressed within the ceilings already given by the Ministry of Finance. This
therefore calls for strategic interventions to be urgently developed by all the
stakeholders in the sector. This burden falls squarely on all the education
players who will therefore be required to dig deep into their pockets to enable
the sector achieve its intended goals. The issues include:
1. Pending Bills
The MOES&T has over the years accumulated both recurrent and development
bills. Over 90 percent of these pending bills are in the university sub- sector.
Some of these recurrent pending bills are as a result of unremitted statutory
61
deductions, pension deductions and supplies. The development pending bills
have mainly resulted from contractual claims from stalled physical
infrastructure projects. The tentative estimated pending bill (both recurrent
and development) amounts to Kshs.3.4 billion. These need to be verified and
provided for as they currently continue to attract interest and penalties.
2. Funding for Parastatals
Arising from the Head of Civil Service circular on salaries for parastatals, some
parastatals in this Ministry have already made commitments to increase
salaries for their employees. The sector will need to address this issue with a
view to coming up with ways to bridge the budget deficit that is likely to arise.
The Ministry will seek full funding for the service oriented parastatals, which
should sustain and improve quality service. On the other hand parastatals
which have capacity to commercialise some of their activities will be given more
autonomy to charge increased user fees relative to the market price in order to
meet their budget deficit.
3. Funding for KESSP and Donor Commitments
Since June 2004, the MOEST has been working with a wide range of
stakeholders in the sector (including development partners) to develop a SWAP
for the development of the education sector. The annual requirement averages
Kshs.18,000,000. Next year’s budget will seek to implement the first phase of
the KESSP programme thus the need to enhance the funding for this sector.
The apparent financing gap is Kshs.8 billion.
4. University Salaries and other Allowances
The government awarded a salary increment for both the academic and non-
academic junior staff effective July 2004. However, the award did not cater for
the pension contribution from the employer which is on average 25% of the
basic pay. This worsened the financing deficit situation already experienced by
the universities due to inadequate funding level.
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5. New Construction Project
Though the Government has provided very little for capital projects, the sector
feels strongly that two of its projects namely TSC headquarters and Mitihani
House needs to be adequately provided and completed as it will lead to savings
in terms of rent currently being paid by the two institutions. Secondly, these
projects will enhance the security of the examination system in the country.
6. Donor Commitment
During the last pre-appraisal mission held in January 2005 between the
MOEST and the development partners, the donors expressed their willingness
to enhance their funding levels to the education sector for the next three years.
These commitments are yet to be confirmed with the Ministry of Finance.
However, the sector feels that the Treasury should accommodate these
commitments in their ceilings.
7. Adult Education
The education sector is supposed to address all issues pertaining to education
and training. However, the department of adult education is in the Ministry of
Gender and Sports. This makes it difficult for the Ministry of Education,
Science and Technology to implement programmes that are geared towards
education for all in as far as adult literacy is concerned. Mechanisms need to
be put in place to see how the adult education budget can be accommodated by
the education sector.
8. TIVET and University Education
Over the years the investment in these two sub-sectors has be.en very low.
The Government recognizes the role played by these two sub-sectors in
achieving the industrialization goals of the economy. The Ministry will be
seeking increased funding to enable it finance development activities in both
subsectors.
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The programmes and activities in the Ministry of Education, Science and
Technology affect activities in other sectors in that most sectors have training
components. Also the operations of the Ministry are also affected by the
activities of the other sectors. Thus, for the country to achieve the Millennium
Development Goals, the education sector must be facilitated to achieve its own
MDGs.
9. HIV/AIDS
This is an issue that affects all the sectors in the economy especially the most
productive age group. In education the pandemic has had devastating effect on
the estimated 1.5 million orphans who have no access to education. The
Ministry is therefore proposing an HIV/AIDS support programme to cater for
these out of school children.
10. Drug and Substance Abuse
This is one of the issues that is affecting all levels of education and especially
at the secondary and universities. Most of the riots and arson attacks in
schools have been linked to these vices. The Ministry is enhancing its
allocations to its guidance and counselling programmes to assist the affected
students. The government has withdrawn the sponsorship of cigarette
manufacturers to the national Drama and Music Festival. To make the school a
save place for children the Ministry expects all stakeholders in education to
play a bigger role in fighting the vice. For instance billboards advertising drugs
and other addictive substances should not be placed near schools. Guidance
and counselling has been incorporated as part of PTTC curriculum.
11. Relevance of the Curriculum
The curriculum offered at various levels has not been responsive to the needs
of industry. The ministry has been reviewing the curriculum from time to time
to ensure that it is relevant. The Ministry has proposed various programmes
aimed at reviewing the curricular at various levels. Apart from curriculum
review, there are other initiatives that deal with relevance, for instance the
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ministry is implementing the programme for strengthening teaching of Science
and Mathematics at secondary, the universities are currently reviewing their
programmes. At TVET level the Ministry will from next year develop a National
Skills Training Strategy as well as equip polytechnics.
13. Early Childhood Development and Education
Early Childhood Education is aimed at preparing the child to enter into the
primary education system. Failure to properly prepare these children will have
negative effects. The sector therefore proposes to accommodate this level of
learning as part of the basic education.
3.20 Proposed Strategies for Resource Mobilization The Government is expected to continue financing the education sector at an
increasing level, with the development partners expected to play an important
role in funding the proposed incremental investment programme over the next
five years. Communities, parents and students themselves will inevitably have
to bear a major part of the burden of the costs of funding the expansion of
education in Kenya, reflecting the high public demand for education. As a
measure to address the above issues the ministry will need to develop
strategies to achieve increased investments in order to achieve the MDG’s and
EFA goals. Among the strategies to be used include:
• Consultative approach and partnership with the stakeholders who will
include the private sector, NGO’s, the civil society, development partners
• Evaluation of best practices from other countries where Governments have
programs to guarantee loans for investment in the education sector with a
view to adopting some of the practises.
• Consideration of the Build Operate and Transfer (BOT) strategy where
education institutions construct facilities which they later on lease to
private sector for operation
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• Enhancing of the tax exemptions and waivers for educational investments to
include more components.
• Accelerating the implementation of the policy of giving more autonomy to
the parastatals in the ministries especially the universities
• Devise more incentives for people wishing to invest in the education sector.
• Setting aside infrastructure including land for establishment and operation
of education institutions.
